HORIZONS NATIONAL AFFILIATE GUIDEBOOK

Horizons National Affiliate Guidebook

TABLE OF CONTENTS
I. FORWARD PAGE 1

II. HISTORY OF HORIZONS PAGE 2

III. NATIONAL ORGANIZATION AND ITS ROLE PAGE 3

IV. THE INDEPENDENT HOST SCHOOL RELATIONSHIP PAGE 4

Integration between Horizons and the Host School
501(c)(3) Tax Exempt Status

V. AFFILIATE BOARD OF DIRECTORS PAGE 7

Operating Guidelines & Bylaws
Conflict-of-Interest Policy
Directors’ & Officers’ Insurance
Board Composition
Basic Responsibilities of the Board
The Functioning of the Board
Board Committees
Effective board training
Term limits and general board structure
Board Evaluation
Strategic Planning
Advisory Board
Volunteers

VI. EXECUTIVE LEADERSHIP PAGE 15

Areas of Responsibility
Management and Administration
Board Relationship
Program Development and Oversight
Community Relations
Resource Development
The Executive Director, the Board and Fundraising
Finances, Revenues, Expenses and Audits
Strategic Planning

VII. FUNDRAISING PAGE 20

Overview of Sources
Cultivation of Individual Donors
Gift Acquisition & Growth
Developing a Plan
Annual Giving
List Building
Grant Proposals
State and federal money
Events & Visits
 Table of Contents

Recognition Contributions
Endowments
Charitable Trusts
Giving Circles & Shared Giving
Ethnic Groups

VIII. COMMUNICATIONS PAGE 29

Annual Report
Newsletters
Publicity
Promotional DVDs and Videos
Marketing Toolkit

IX. THE SUMMER PROGRAM PAGE 34

THE FIRST YEARS
Staffing
Public School Relationship
Student Selection
Horizons Teachers
Teacher Contracts
Curriculum
Teacher Training
Teacher Evaluation
Termination
Assistant Teachers
Recreational and Cultural Activities
Swimming
Discipline
Absences
Reports
Parent Gatherings
Transportation
Maintaining Discipline on the Bus
Program Growth

X. CONTINUING CONNECTIONS PAGE 42

Some ideas for newer programs
Saturday Programs
Partnerships with other programs
Tutoring
Staying in touch with Graduates:
Mentoring
Working at Horizons
Alumnae

XI. EVALUATION PAGE 45

History
Participation requirements
 Table of Contents

XII. RELATIONSHIP WITH THE PUBLIC SCHOOL PAGE 46

Overview
Recruiting students for the host school
Recruiting teachers and assistants
Student Reports

XIII. RELATIONSHIP WITH STUDENTS AND FAMILIES PAGE 48

Enrollment Forms
Registration fee
Siblings
Communications
Parent Engagement

XIV. CONCLUSION PAGE 50

XV. APPENDIX PAGE 51

 Horizons National Affiliate Guidebook

I. FORWARD
Horizons opened its doors over four decades ago
with a unwavering commitment and clearly focused
mission: to instill a lifelong interest in learning in stu-
dents from economically disadvantaged families, and
empower them with the academic and social skills
necessary for success in school and adult life.Twenty
students attended that first year.Today, Horizons pro-
vides nearly 1,400 Horizons students the education,
compassion, support and opportunity they need to
reach their full potential.
This manual is dedicated to the Executive Directors,
teachers, board members, volunteers and countless
others who make it all happen. Designed as a refer-
ence tool to help navigate the waters of running a
successful Horizons program, this Guidebook is a
comprehensive compendium of information on vir-
tually every operational aspect.
For new Executive Directors, it serves as a valuable
resource to help initiate and grow the program,
focusing on both anticipated and unexpected aspects
of maturation while providing concrete suggestions for
addressing them. For a seasoned veteran, the
Guidebook acts as a reference tool, covering topics
such as infrastructure, tax exemption status, insur-
ance, evaluation, year-round programming and the
myriad details inherent in running a Horizons program.
Recognizing that each Affiliate has distinguishing char-
acteristics, this manual presents information that is sub-
stantive yet pliable enough to adapt to individual
Affiliate circumstances, such as geographic location,
program age and demographic composition.There are,
however, certain principles and practices shared by all
Affiliates, which should be closely adhered to.
MISSION
The mission of Horizons is to provide
an academic, cultural and recreational
program designed to encourage stu-
dents from a diverse low-income pop-
ulation to realize their full potential.
Working in partnership with families,
Horizons serves students of varying
academic abilities throughout their
childhood and adolescence. Horizons
is committed to the development of
the whole child through experiences
that build problem-solving skills, fos-
ter awareness of community respon-
sibility, instill respect for oneself and
others, and encourage a life-long
interest in learning.
This mission statement articulates the vision upon
which Horizons was founded. It is a global proclama-
tion from which all of our programs and services
flow, and as such, serves as a compass for evaluating
new ideas and programs.Although Horizons provides
Affiliates with the flexibility to best address the
unique needs of their students, all operate under the
guiding principles set forth in the mission statement.
The mission statement stands as Horizons’ charter
and should be used in its entirety without revision.

This is a living document, and as such, will be updat-

ed and expanded from time to time. Should you
desire additional information beyond that contained
herein, please contact Horizons National.

Heartfelt thanks to the Jeniam Foundation, which

enthusiastically encouraged and generously funded this
Guidebook, and to Lyn McNaught whose 25 years of
leadership at Horizons and many hours of labor pro-
vided deep insight and comprehension reflected in
its pages.

1
 Horizons National Affiliate Guidebook

II. HISTORY OF HORIZONS

Horizons was founded in 1964 at New Canaan
Country School in New Canaan, Connecticut as a
multi-faceted enrichment program serving children
from low-income families living in surrounding com-
munities.Twenty students attended that first sum-
mer.Today, Horizons at New Canaan Country School
annually supports approximately 300 students in
kindergarten through 12th grade through its
acclaimed summer enrichment program, school-year
continuing connections program and high school
program, and serves as the model by which Horizons
Affiliates are guided.

In 1995, Horizons received a grant to replicate the

program across the country and opened two new
Affiliates.Two years later, Horizons National was cre-
ated as a 501(c)(3) organization designed to guide
and support existing Affiliates while initiating and
overseeing national expansion. Currently, 13 vibrant
Horizons Affiliates serve more than 1,350 students
across the country at:

1 New Canaan Country School, New Canaan,

Connecticut (1964)
2 The Harley School, Rochester, New York (1995)
3 Kent School, Chestertown, Maryland (1995)
4 St. Richard’s School, Indianapolis, Indiana (1996)
5 Rumson Country Day School, Rumson,
New Jersey (1996)
6 Colorado Academy, Denver, Colorado (1998)
7 Holy Innocent’s Episcopal School,Atlanta,
Georgia (1999)
8 Hampton Roads: Norfolk Collegiate School,
Norfolk,Virginia (1999)
9 Hampton Roads: Cape Henry Collegiate School,
Virginia Beach,Virginia (1999)
10 Maret School,Washington, D.C. (2000)
11 Greens Farms Academy, Greens Farms,
Connecticut(2000)
12 Salisbury School, Salisbury, Maryland (2003)
13 Savannah Country Day School, Savannah,
Georgia (2003)

Horizons Affiliates bring the program to life at the

community level while the National organization
provides support services, professional development,
teacher training and program expansion.

2

III. NATIONAL ORGANIZATION
Since its inception as a national organization in
1995, Horizons has grown from one Affiliate serving
200 students to 13 Affiliates serving 1,350 students
across nine states.The role of Horizons National is to
initiate, support and ensure the quality of Horizons
programs throughout the United States.This is
achieved through:
1 Affiliate Guidance - Serve as “best practices”
resource for all aspect of program operations
and growth, including long-range strategic plan-
ning; establishment of policies and procedures as
Affiliates mature; and assurance that programs
are implemented at the highest standards
2 Teacher Training - Train Executive Directors,
educators and aids in Horizons’ experiential
teaching methodology
3 Affiliate Conferences - Convene bi-annually to
report on developments within the field; share
best practices across Affiliates; showcase innovative,
effective teaching practices; review current
evaluation and research data; expand fundraising
tactics; create strategies for enhanced board
performance, public and private school partner-
ships and other short- and long-term operational
issues
4 Evaluation & Research - Conduct quantitative
and qualitative evaluation program-wide in con
junction with the Zigler Center in Child
Development and Social Policy at Yale University;
analyze and report on findings; develop and
analyze reading assessments for students; stay
abreast of and disseminate relevant research
literature
5 Marketing Communications - Provide Affiliate
specific marketing toolkit containing stationery
system and design templates for publicity and
marketing initiatives; provide centralized voice
to promote cohesion of Affiliate programs and
national organization; manage website to serve
multiple constituents
6 Online Curriculum - Provide Affiliates with online
database of fully developed, best-of-class lesson
plans across curricula
7 Fundraising Assistance - Research and pursue
opportunities for Affiliate pass-through grants
and scholarships
Horizons National Affiliate Guidebook
AND ITS ROLE
8 Private & Public School Development - Identify
prospective partnerships; educate school
administrators on Horizons’ mission, population
target and teaching methodology; cultivate
relationships with private and public schools;
facilitate all steps necessary to implement a new
Affiliate program
9 Leadership Development - Assist in identifying
and recruiting Executive Directors to launch and
run new Affiliates; assist in the development of
fully functioning Boards of Directors to guide
new programs through inception phase and
annual expansion to maturity
10 Seed Money - Provide fundraising assistance and
three years of seed money to help launch new
Affiliate programs
Horizons National’s Board of Directors represent a
variety of disciplines, including education, business,
nonprofit and finance. Dr. Edward Zigler, founder of
Head Start, and Yale University’s Sterling Professor
Emeritus of Psychology and Director Emeritus of the
Zigler Center in Child Development and Social
Policy, was one of the original members of the
National Board and now serves on the Advisory
Board.A minimum of five Horizons Affiliates are rep-
resented on the National board on a rotating basis.
Affiliation benefits each program and strengthens the
organization as a whole.While required to adhere to
a common set of principles as set forth in the
Memorandum of Understanding and Affiliate
Guidelines, each Horizons program is reflective of its
local community and encouraged to identify its own
objectives and raise its own monies.
3
 Horizons National Affiliate Guidebook

IV. THE INDEPENDENT HOST SCHOOL RELATIONSHIP

Integration between
Horizons and the Host School
Horizons is a true public/private collaboration.
The independent host school contributes use
of its campus and facilities while Horizons rais-
es the necessary funds for public school stu-
dents to attend the program.The relationship
established between the independent school
and Horizons is symbiotic, benefiting both
organizations by:

1 Providing an environment for learning not

otherwise accessible to children living in
low income families
2 Extending the reputation of the host
school locally and nationally
3 Providing community service opportunities for
students, parents, faculty and trustees of the Host School Staff
A strong, collaborative relationship with the Head of
host school
School is essential. Open communication about
4 Offering a potential resource for diversity in the
Horizons’ activities and the independent school’s
school’s student population. (This is not the
engagement in the program help cement the part-
case with every Affiliate; it depends upon the
nership between the two.The Director of
relationship with the public schools and
Development is another key figure; keeping him/her
whether the host school wants to identify
apprised of Horizons’ fundraising activities eliminates
diverse candidates among Horizons’ students for
the risk of perceived competition for donations from
admission.)
the school community. In fact, Horizons often
5 Attracting excellent teachers committed to
enhances the efforts of the development department
diversity to both the Horizons program and the
as a reflection of the school’s “good citizenship.”
host school
Some Affiliate Executive Directors partner with the
6 Expanding the school’s visibility in the giving
school Director of Development on occasion, freely
community
exchanging ideas and exploring new fundraising
7 Providing a place where the alumni of both the
opportunities.While this level of engagement is not
host school and Horizons can work
always possible, it is a goal to strive for. Regardless of
the level of collaboration, parents of current and for-
The relationship between Horizons and the inde-
mer host school students should not be solicited for
pendent host school is vital to the success and
donations without the consent of the Director of
longevity of the program. Ultimately, the school
Development.
determines whether it will continue to host
Horizons and with what level of support and com-
Horizons also supports the host school’s develop-
mitment.Therefore, it is important to integrate
ment efforts by providing the parents of alumni the
Horizons staff into the fabric of the independent
opportunity to maintain their connection to the
school so that Horizons is considered an integral
school by volunteering at Horizons. In addition,
partner.This is most successfully accomplished by
Horizons offers students and graduates a place to
being sensitive to and respectful of the fact that an
gain valuable work experience and engage in com-
Affiliate’s continued operation is at the discretion of
munity service.
the host school.
Other school staff members with whom Horizons

4

Executive Directors interact are the head accountant,
business manager, division heads and head of mainte-
nance. Most Affiliates operate under the 501(c)(3) of
the host school, and therefore, frequently interact on
financial matters with the head accountant and busi-
ness manager. Maintaining open dialogue and fiscal
transparency with the accounting and business
office is essential.The Head of Maintenance and
his/her staff help set up for opening day at Horizons,
maintain the facilities while the program is in session
and clean up when it concludes.Their contribution
to the smooth operation of the summer program
should not be underestimated. Some Affiliates host a
maintenance staff lunch after the program ends to
show their appreciation.
Host school division heads and teachers are often
Horizons advocates. Division heads decide which
classrooms the program will use, and host school
teachers share their space with Horizons teachers. It
is, therefore, important that the classrooms, dining
hall, rest rooms and other facilities be kept in good
condition.Abuse or misuse of the space leads return-
ing host school teachers to complain to division
heads, who tend to predicate their handling of the
situation based on their impressions of Horizons.
Respect the loaned space by replacing anything that
gets lost or broken and request that host school
teachers pack up classroom items that are
fragile or should not be utilized by Horizons.
Frequently, host school educators teach at Horizons,
which can confer multiple benefits.These independ-
ent school educators often bring a holistic teaching
style to Horizons and share their enthusiasm for the
program with their winter colleagues, thereby
increasing the communication between the two
organizations and further cementing the relation-
ship.
Host School Space
Executive Directors should have office space on the
campus of the independent school.A small office is
ideal, but a desk in a corner will suffice initially, and
tends to lead to office space as the program matures.
As a summer program, Horizons does not tend to
receive first consideration, and program directors
IV. The Independent Host School Relationship
and staff should remain flexible and congenial
regarding office and classroom space utilization.
Horizons is, in essence, a “guest” of the host school
and it is essential that the relationship between the
two be positive, collaborative and respectful.
501(c)(3) Tax Exempt Status
Most Horizons Affiliates operate under the umbrella
of the independent school’s 501(c)(3), although sev-
eral have elected to secure their own tax exempt sta-
tus.There are benefits and hindrances to both, and
the decision to operate a Horizons program under
the host school’s tax exemption or the organization’s
own is at the discretion of each Affiliate and its advi-
sory board. In general, Horizons National strongly
encourages Affiliates to reside under the host
school’s 501(c)(3).
Horizons Affiliates operating under the umbrella
501(c)(3) of the host school become a part of the
school and its mission. Being a member of a larger
organization confers certain advantages, such as
increased support from host school staff (i.e.:
accounting and business office personnel), insurance
coverage and a more closely knit relationship with
the host school.As the independent school’s space
requirements, summer programs and personnel
change over time, it is far more difficult for it to
request that a Horizons program operating under its
tax exempt umbrella pay rent or relocate to a new
school.
5
 IV. Affilate Relationship with the Independent Host School
Securing a separate 501(c)(3) involves an investment
of time and money, but may offer some benefits.
Funders are occasionally confused by Horizons’ affili-
ation with a private school and view that relation-
ship unfavorably when considering grant applica-
tions. Foundations and corporations often do not
support independent schools, and therefore, may not
entertain a proposal irrespective of Horizons’ mis-
sion or the population it serves. Operating as a fully
independent, tax-exempt organization dissi-
pates this problem. Funders grappling with
the private-school relationship may also
make their contribution to Horizons
National, which holds its own 501(c)(3), as a
pass-through grant to be dispersed to a des-
ignated Affiliate.
Horizons Hampton Roads is one example of
an Affiliate holding its own 501(c)(3).This
Affiliate operates two Horizons programs on
the campuses of two independent schools
in neighboring cities. One governing board
and Executive Director oversee all aspects
of both programs, although each have their
own supporting staff. Fundraising is done on behalf
of Horizons Hampton Roads and used to operate
both programs. Operating as an independent
501(c)(3) greatly streamlines donor solicitation,
bookkeeping, tax preparation and auditing proce-
dures. Horizons Hampton Roads maintains strong
relationships with Cape Henry Collegiate and
Norfolk Collegiate: both school Heads sit on the
board and are actively engaged in the programs’
strategic growth.
6

V. AFFILIATE BOARD OF DIRECTORS
All Horizons Affiliates have a volunteer Advisory
Board, which oversees the program and the paid
personnel.The Advisory Board is essential to the
smooth operation of the program and works closely
with the Executive Director.Advisory Boards are
ideally comprised of:
1 Independent host school Head
2 District Superintendent
3 Public school partner(s) Principal or designee
4 Educators/administrators
5 Business leaders within the community across
various sectors
6 Active, influential individuals
A diverse board consists of representatives with edu-
cational experience, business perspective (legal, mar-
keting, financial, etc.), fundraising capabilities, commu-
nity prominence and influence, to name a few.These
individuals play a pivotal role in ensuring the organi-
zation’s long- and short-term success.
Operating Guidelines & Bylaws
Affiliates operating under the 501(c)(3) of the host
school are considered a committee of that organiza-
tion and, as such, function in accordance with the
school’s bylaws. In addition, these Affiliates should
establish their own set of operating guidelines by
which both the board and organization abide.
Horizons National Affiliate Guidebook
Affiliates who maintain their own 501(c)(3) must
establish their own bylaws that govern the organiza-
tion’s operations and reflect their particular needs.
Bylaws and operating guidelines provide the board
with a set of rules to steer its transactions on behalf
of the organizations, and may contain provisions
relating to its governance. It is important to remem-
ber that bylaws have legal ramifications, including
the resolution of conflicts between staff and board,
as well as those arising within the board itself.The
rules they set forth govern an Affiliate now and in
the future, and should be reviewed and updated peri-
odically.
Bylaws and operating guidelines should be specific
and somewhat detailed yet allow for flexibility as an
Affiliate grows and expands its operating procedures.
Conflict-of-Interest Policy
In addition to reviewing and adhering to operating
guidelines and bylaws, each board member should
sign a conflict-of-interest statement to prevent situa-
tions from developing where board members appear
to have derived personal profit or gain from their
involvement with Horizons.An Affiliate’s conflict-of-
interest policy should be reviewed and signed by all
staff and board members annually, and can be
applied to consultants and volunteers, if desired.
Directors’ & Officers’ Insurance
It is standard practice among nonprofit organizations
to cover board members under a directors’ and offi-
cers’ insurance policy. Directors’ and officers’ insur-
ance provides protection against allegations of
wrongdoing, especially in regard to employment
practices.This form of insurance will cover all past,
present and future directors and officers, volunteers
and committee members, as well as the Affiliate
organization itself.
The host school Business Manager can provide infor-
mation on the school’s coverage, which an Affiliate
may choose to model, or a policy can be purchased
from any insurance broker.
Board Composition
Advisory Board members are essential to an Affiliate’s
7

success and should consist of dedicated individuals
with diverse skills and expertise. Committed board
members bring planning, management, financial and
program expertise to the organization.They also pro-
vide contributions, fundraising contacts and influen-
tial voices in the community to advocate for
Horizons.The board’s stewardship and ability to
involve others will keep both new and mature
Affiliates on track as they work to realize their mis-
sion. It is largely the quality of the board’s leadership
that determines an Affiliate’s success as their profile
in the community directly influences how Horizons
is regarded and supported.
When forming or expanding a board, the Executive
Director, board chair and host-school Head (along
with the nominating committee if the board is
already functioning) should assess what skills are
needed and which constituencies should be repre-
sented. Potential board members should have one
thing in common: a demonstrated passion to help
Horizons’ students and their families. It is this pas-
sion that keeps a board member engaged and com-
mitted over time.
Once identified, prospective board members should
be interviewed by the Executive Director and host
school Head as well as the nominating committee, if
one exists. Biographies for each recommended candi-
date are then presented to the full board for consid-
eration and put to a vote.The ebb and flow of board
membership is perennial and prospective members
should be continually cultivated.
Host School Representation
The Head of the host school should always serve on
the Advisory Board. It is also important to have some
members who serve on both the school and
Horizons boards to ensure the lines of communica-
tion remain open and clear. It is wise to have a cou-
ple of host-school parents sit on the board as well, as
they will serve as advocates within the school com-
munity and be helpful in generating volunteer and
financial support.
Public School Representation
Representatives from the public school district serv-
V. Affiliate Board of Directors
ing Horizons’ students, such as the Superintendent,
school principals and educators all add valuable
insight into both the children as well as the pro-
gram’s academic structure, and should be considered
an integral part of any Advisory Board. In addition to
providing an essential link between the students’
combined educational experience, these members
help the board stay abreast of educational issues,
advancements and policies.
Business Leaders
Professionals within the surrounding community
contribute business perspective, experience,
resources and funding connections to an Advisory
Board.Areas of professional expertise that are partic-
ularly helpful include:
• Accounting, financial officers
• Law (especially nonprofit corporation law)
• Fundraising and development
• Marketing, communications and
public relations
• Human resources
• General management
• Information technology
Ensuring the financial solvency of the program is
one of the board’s most important roles, so consider
involving individuals who can help cultivate relation-
ships with foundations, high-net worth individuals
and other potentially significant donors. Identifying
and enlisting diverse, dedicated, actively engaged
board members is a process that takes time; recruit-
8

ing the right people to join the board is more impor-
tant than quickly filling any vacant seats. Proceeding
carefully provides the necessary time to learn why
an individual wants to join the board and decide
whether their agenda is compatible with Horizons’
culture, vision and mission.
Personal characteristics to consider include:
1 An ability to listen, analyze, think clearly and
creatively, work well with people individually
and in a group
2 The willingness to prepare for and attend board
and committee meetings, ask questions, take
responsibility and follow through on a given
assignment, contribute personal and financial
resources in a generous way according to
circumstances, open doors in the community,
evaluate oneself
3 The development of certain skills (if not already
possessed) such as donor cultivation, board and
volunteer recruitment, financial statement
understanding, knowledge of the substantive
program areas of the organization
4. Honesty, sensitivity to and tolerance of differing
views, a friendly, responsive and patient
approach, community-building skills, personal
integrity, concern for Horizons’ longer-term
growth and success, and a sense of humor
Periodically assessing board composition is vital to
maintaining a highly functioning, well-rounded advi-
sory group. Identify any missing attributes and seek
board members who possess those specific
strengths. Be cautious about enlisting friends of cur-
rent board members who, while delightful people,
may lack passion for Horizons’ mission or a needed
skill set. Similarly, individuals who contribute diverse
backgrounds and perspectives must also possess the
necessary experience and passion. Remember the
nonprofit adage: a board member must contribute
wealth, wisdom or work.
Board Size
Boards vary in size depending on the needs of the
organization. Smaller boards comprised of 15-20 peo-
ple tend to operate efficiently and at a higher-level of
engagement. However, they provide fewer workers,
V. Affiliate Board of Directors
which can over-tax members and lead to burn-out if
not well managed.
Larger boards (21+) can be more difficult to manage,
however, they provide more people who are inti-
mately connected with the organization and ready to
lend a hand. Ultimately, the key to a successful board
lies less in its size and more in its structure and gov-
ernance.Active, relevant committees charged with
specific functions, ample board members contribut-
ing wealth, work and/or wisdom, and a strong board
chair make for a successful organization.
Basic Responsibilities of the Board
1 Determine the organization’s purpose. It is the
board’s responsibility to create a statement of
purpose that articulates the organization’s goals,
means, and primary constituents served, and
reflects Horizons’ mission statement.
2 Retain the Executive Director. The board must
establish and agree upon the Executive
Director’s responsibilities and undertake a
careful search to find the most qualified
individual for the position.
3 Support the Executive Director and assess
his/her performance. The board should ensure
that the Executive Director has the moral and
professional support he/she needs to further the
goals of the organization.
4 Provide proper financial oversight. The board
9

must assist in developing the annual budget and
ensuring that proper financial controls are
in place.
5 Ensure adequate resources. One of the board’s
foremost responsibilities is to provide adequate
resources for the organization to fulfill
its mission.
6 Ensure legal and ethical integrity and maintain
accountability. The board is ultimately responsi-
ble for ensuring adherence to legal standards and
ethical norms.
7 Ensure effective organizational planning. The
board must actively participate in an overall
planning process and assist in implementing and
monitoring the plan’s goals.
8 Recruit new board members and assess board
performance. All boards have a responsibility to
articulate prerequisites for candidates, orient
new members, and periodically conduct a thor-
ough evaluation of its own performance.
9 Enhance the organization’s public standing. The
board should clearly articulate the organization’s
mission, accomplishments and goals to the
public and garner support from the community.
10 Determine, monitor and strengthen the
organization’s programs and services. The
board’s responsibility is to determine which
programs are consistent with the organization’s
mission and to monitor their effectiveness.
The Functioning of the Board
The board should meet on a regular basis, no fewer
V. Affiliate Board of Directors
than 6 times a year.The board Chair should run
meetings effectively and efficiently so that members
feel that their time is well spent. It is also vital that
the Executive Director have easy access to the Chair
as the smooth running of that relationship is a key
component of the program’s success.
Individual board members are typically expected to:
• Attend all board and committee meetings and
functions, such as special events
• Be informed about the organization’s mission,
services, policies and programs
• Review the agenda and supporting materials
prior to board and committee meetings
• Serve on committees or task forces and occasion-
ally take on special assignments as needed
• Make a personally significant financial contribu-
tion to the organization
• Inform others about the organization and
advocate for Horizons
• Suggest possible nominees to the board who can
make significant contributions to the work of the
board and the organization
• Adhere to conflict-of-interest and confidentiality
policies
• Refrain from making special requests of the staff
• Assist the board in carrying out its fiduciary
responsibilities, such as reviewing the organiza-
tion’s annual financial statements
Board committees should meet on a regular basis
and be prepared to deliver their respective reports at
board meetings. If the full board needs to vote on a
committee suggestion, the proposal should be sent
to the board in advance so that all are prepared to
discuss and vote on it.The board Chair ensures the
meeting is focused and on time; lengthy discussions
on key issues may need to be continued at the next
meeting in order to address all agenda items.
Board Committees
Before discussing various board committees, it is
important to note that membership on certain com-
mittees provides an ideal point-of-entry for prospec-
tive board members. It allows non-board members an
opportunity to get involved and learn more about
the organization while providing the board insight
10

into their level of interest and commitment.
Committee chairs are appointed by the board Chair
and have a set term.
A young Affiliate is not likely to operate a full com-
plement of committees until the program has fully
matured. Most new Affiliates begin with executive,
nominating, finance and fundraising committees.The
executive committee is comprised of the Executive
Director, board Chair and individual committee
heads.Additional committees can be incorporated as
the program and board expand. It is helpful to con-
cisely articulate in writing committee structures and
expectations so that members clearly understand
their role. It has often been said that the real work of
a board takes place at the committee level.That said,
the following serves as a guideline on committee for-
mation commiserate with the maturity of an Affiliate.
The Executive Committee is comprised of the offi-
cers of the board in accordance with the bylaws or
operating guidelines. It is important that the Head of
the host school serves on the executive committee
so that all important decisions regarding Horizons
have his/her support.The executive committee is
empowered to make decisions when the full board
cannot meet and handles the annual evaluation of
the Executive Director and other sensitive personnel
matters.The Executive Director must be consistently
assessed from one year to the next, therefore, it is
recommended that a performance evaluation system
be established early on.
V. Affiliate Board of Directors
Clearly stated expectations form the basis for assess-
ing an Executive Director’s performance. Mutually
agreed upon, concrete goals facilitate this assess-
ment, which should be undertaken in the spirit of
helping the director perform most effectively. Of
course, the board’s own performance must also be
considered. It is virtually impossible for an Executive
Director to do his/her job if board members are not
doing theirs. Board and staff work together to accom-
plish the organization’s objectives, but ultimately, the
board is responsible for fulfilling the organization’s
mission. An effective structure is guided by a careful-
ly crafted balance between staff and board authority
and a spirit of collaboration.
The Nominating Committee is responsible for culti-
vating and recruiting (along with the help of the full
board) new board members on a regular basis.
Additionally, this group oversees the smooth func-
tioning of the board along with the board Chair, han-
dles board evaluations and mentors new board mem-
bers.Affiliates operating smaller boards may elect to
merge nominating committee functions into those of
the executive committee, however, as the organiza-
tion grows it is prudent to separate the two to main-
tain an equal balance of power across the board.
Seasoned board members are best appointed to
these two committees rather than new recruits.
The Finance Committee oversees all program finan-
cial matters.They create an annual budget for the
organization using figures provided by the Executive
Director and board Chair and present the budget and
rationale to the full board for a vote.The finance
committee meets quarterly to make certain that the
organization is fiscally on target, and make further
recommendations to the board, as needed.
Committee members should be full board members
and have a clear understanding of the budget
process. Most people can learn to understand fiscal
matters that come before a nonprofit board, but it is
crucial that at least one member have substantial
experience in financial management to serve as the
board’s guide.The Executive Director and board
Chair should attend finance committee meetings.
11

The Fundraising Committee is charged with spear-
heading the organization’s development efforts to
ensure adequate monies are raised to facilitate the
smooth operation of the organization.These include:
1 Soliciting corporate and foundation funds
2 Participating in community talks
3 Orchestrating and executing fundraising events
4 Securing financial support of individuals within
the community
Fundraising committee members tend to be outgo-
ing, highly committed to Horizons and well connect-
ed to private and/or public funds.These “movers and
shakers” should be comfortable introducing friends
and professional colleagues to the organization and
actively soliciting donations on behalf of Horizons.
Like all committees, this group should be chaired by
a full board member, but can benefit from having
committee members who do not sit on the board.
The Public Relations Committee telegraphs Horizons’
image and mission both within the host school and
the larger surrounding communities.They develop
and disseminate all print, web and broadcast materi-
al, and seek opportunities to promote and increase
awareness of the organization among its diverse con-
stituents.The public relations committee is an ideal
place for new board recruits and non-board mem-
bers to ease into the organization.Among younger
Affiliates, publicity is often handled by the fundrais-
ing committee.There are particular attributes that
are beneficial to public relations committee mem-
bers, such as strong presentation and writing skills,
strong connections within the host school and out-
side communities, good photographic and desktop
publishing abilities.
The Events Committee typically begins as a function of
the fundraising committee and evolves into a separate
committee as the program grows and the frequency
and magnitude of events increase. Charitable events
require keen planning, organization and volunteer over-
sight - all of which involve a significant investment in
time. However, the income, publicity and awareness
generated by golf outings, galas, fun runs, auctions, etc.
is usually well worth the energy and effort. Events lend
V. Affiliate Board of Directors
themselves to broad volunteer engagement offering
fun, rewarding opportunities for people outside of the
organization to get involved for a specified period of
time.Volunteers also tend to encourage their colleagues
to attend the event, effectively widening the program’s
prospective donor base and advocates.
The Program Committee oversees any major changes to
the summer program as well as the growth and devel-
opment of year-round outreach programs as Horizons
expands. Educators and school administrators bring par-
ticularly valuable experiences and insights to this com-
mittee, as do Horizons parent representatives. New
board members often contribute fresh perspectives and
new ideas for cultural and recreational enhancements
as well as mentoring and tutoring services.The program
committee is best served by current board members
due to their more intimate understanding of Horizons’
operational structure and the families it serves.
Effective board training is a critical component of
any successful organization. Once new members have
been selected, the Executive Director and nominating
committee typically host an orientation session to fur-
ther introduce new recruits to the organization and
elaborate on their role within it.The orientation clearly
articulates:
1 Board operations
2 Committee descriptions and responsibilities (a
new member should choose one)
12

3 Fiscal operations and oversight
4 Program mission, activities and operations
5 Board-member expectations (financial, advisory
and otherwise)
Updated board manuals are usually distributed at the
orientation and serve as a reference tool during a
member’s tenure. In addition to receiving a board
manual, new members are often assigned mentors to
bring them up to speed on current key issues and
help guide them through their first year. Mentors
help new members become actively engaged in the
organization early on, fielding questions and identify-
ing areas of strength and interest.The Executive
Director also nurtures new board member relation-
ships so that each feels welcome, involved and pro-
ductive from the onset of their term.
Term limits and general board structure vary
from one board to the next.Term limits keep the
board energized through the introduction of new
members who contribute fresh perspectives and
experiences. By offering renewable terms, the organi-
zation can retain passionate, committed members for
several years, while releasing those who are ready to
move on to other endeavors. Horizons National, for
example, offers three renewable three-year terms, so
board members may choose to invest in one term or
stay involved for up to nine years.Terms provide
both the organization and its board members great
flexibility.The host school Head, public school super-
intendent and/or principals (or their designees) and
Horizons program heads should serve on the board
at all times.
Board members also serve on one or more commit-
tee. Committee positions typically renew annually,
although committee heads often chair a group for
two years. Moving from one committee to another
broadens board members’ understanding of the
organization, keeping them engaged and interested
through new activities and challenges.
Board Evaluation
The objective of an annual board evaluation is to
identify how best to utilize the time and resources
that members bring to Horizons, and to better under-
V. Affiliate Board of Directors
stand how to make their leadership experience with
the organization as rewarding as possible.A strong
new-board member orientation program and ongo-
ing communication between the board and
Executive Director are prerequisites to a serious
board evaluation. Evaluating the effectiveness of the
board requires a clear understanding of board mem-
ber responsibilities and expectations.
A governance committee may be formed to oversee
board evaluation, or the board chair can request
members to complete a written self-evaluation.The
results are then compiled, tabulated and presented to
the full board; individual names are withheld and
confidentially must be respected.Areas of explo-
ration may include:
1 Board members’ satisfaction with the
organization’s operations
2 Board members’ satisfaction with their
individual contributions
3 The board’s overall financial support of the
organization
4 The effectiveness of the various committees
5 Meeting attendance
6 The level of board member engagement and
commitment
7 Overall board governance
Board evaluation helps identify what is working as
well as areas of concern, providing an opportunity
for members to review their own performance and
articulate any issues or suggestions for board
improvement.
Strategic Planning
Strategic planning should be conducted on or
around the third year of an Affiliate’s existence.The
planning process should result in a three- to five-year
plan, which will serve as a road map for the organi-
zation.The plan should be reviewed annually to
ensure that it is being executed and/or modified, if
necessary, to reflect any directional changes or unex-
pected developments. It is usually best to hold strate-
gic planning sessions separately from regular board
meetings, and often helpful to have the assistance a
professional facilitator to ensure all members are
13

engaged and that the dialogue remains on-topic.
Off-site board retreats should also be held every cou-
ple of years to discuss other challenges the organiza-
tion may be facing, such as how and when to imple-
ment a winter program.These sessions are often held
on a Saturday morning and run through lunch, pro-
viding an opportunity for attendees to get better
acquainted while strategizing together, which makes
for a more productive board overall. (Please see
Appendix for a sample strategic plan for Horizons
National.)
Advisory Board
Some Affiliates have an Advisory Committee - a group
of people who have served on the board for many
years and can no longer do so.These individuals
want to remain connected to Horizons and typically
have a special expertise needed by the organization
or significant financial resources. It is important that
this group have a function and be invited to attend
annual meetings or board retreats.A group which
exists in name only serves no useful purpose.
Volunteers
Building a cadre of volunteers is an important - and
ongoing - endeavor. Volunteers provide a myriad of
services.They:
V. Affiliate Board of Directors
1 help get the work of the organization done
2 provide a future source of potential board and
committee members
3 serve as good public relations “ambassadors” for
Horizons within the host school and greater
community at large
Involving volunteers in Horizons often exposes them
to the remarkable students, teachers and program
components.There is no more compelling nor heart-
warming introduction to Horizons that experiencing
the program in action.Volunteers are frequently
asked to serve lunch, drive children to swimming
pools, assist in the classrooms, serve as mentors for
individual children, discuss their careers with the
older students, and lend a hand with special fundrais-
ing events, such as concerts, galas, golf outings and
festivals.The Executive Director and the board
should periodically brainstorm new ways of attract-
ing people to the program by identifying opportuni-
ties for engagement.
Retaining a chief executive is one of the most impor-
14

VI. EXECUTIVE LEADERSHIP
tant decisions a board can make.The Executive
Director provides the vision, leadership and strategic
direction for Horizons. He/she oversees the organiza-
tion’s day-to-day activities and operations, ensuring
Horizons’ continue to have the greatest possible
impact on students.
It is helpful to begin the process by reviewing the
organization’s mission and vision statements.They
will provide guidance in structuring a position
description that reflects the director’s role in moving
Horizons forward on the path outlined in these doc-
uments.The board should also assess the organiza-
tion’s current needs and resources as different
strengths are required from an Executive Director at
different stages of an organization’s development.
Several models of executive leadership are currently
used by Horizons Affiliates, although all programs
begin operating under the guidance of a single, part-
time Executive Director.As the organization grows
increasingly complex, the position expands to full-
time to meet the demands of a more mature program.
Areas of Responsibility
Major areas of responsibility for an Executive
Director include:
1 Management and Administration
- Hire, train, support and evaluate teachers
and staff
- Communicate openly with host school and
public school administrators
- Report to the board, funders and stakeholders
- Implement fundraising and marketing plans
- Establish and maintain adequate fiscal systems
and controls
- Oversee insurance issues, transportation needs,
government subsidized food program
requirements, etc.
2 Board Relationship
- Consult regularly with the board on significant
operational and programmatic matters
- Work with the board to identify and develop
strategies to expand donor base and increase
fundraising income
Horizons National Affiliate Guidebook
- Assist the board in identifying and cultivating
prospective board and committee members
- Meet biweekly with board chair to maintain
strong communication and report on individual
committee progress
- Attend and actively contribute to all committee
meetings along with board chair
- Provide administrative support to the board
3 Program Development and Oversight
- Provide clear vision and direction to maintain
and improve current programs and services
- Strategically focus Horizons’ resources to yield
the greatest impact to students
- Develop and maintain effective working
collaborations with stakeholders
- Oversee evaluation in conjunction with
Horizons National
- Insure all program requirements and guidelines
are met
- Communicate regularly with parents
and students
4 Community Relations
- Identify and develop relationships with key
community leaders to keep them informed of
the program and any special projects
- Develop ongoing written materials and reports
(newsletters, brochures, etc.) directed at various
constituents: Horizons families, local media,
funders, individual supporters, independent
school community
5 Resource Development
- Develop and implement a strategy for financial
resource development with the board
- Identify and solicit prospective funding sources
across diverse channels
- Maintain up-to-date donor database and
tracking system
- Stay abreast of trends in foundation and
corporate fundraising, governmental law and
regulations applicable to fundraising
- Enlist the board’s assistance in building a
volunteer base
- Maintain relationships with local partners, such
as swimming pool owners, libraries and book-
stores, aquariums and museums
15
 VI. Executive Leadership

This overview is by no means exhaustive and some

Affiliates elect to restructure the executive leader-
ship by dividing the overall responsibilities between
an Executive Director (whose focus would be on
fundraising, board relations and organizational over-
sight) and a Program Director (who would oversee
programming, teaching staff, and student relations).A
third model consists of a full time Executive
Director, a Program Assistant or Manager and a
Development Director (who may be part- or full-time
employees). In all instances, open communication
among the staff and board is essential for the smooth
operation of the program.

It is wise to look ahead and determine when the

Executive Director is going to need assistance and
the projected cost of additional personnel.
The growth model chart, at right, illustrates average
staffing and cost increases over the first 10 years of
operation.

16
 VI. Executive Leadership

Growth Model Chart

Summer 1 2 3 4 5 6 7 8 9 10

Grades K K-1 K-2 K-3 K-4 K-5 K-6 K-7 K-8 K-8

Approximate
# Students 15 30 45 60 75 90 105 120 135 135

# Head Teachers 1 2 3 4 7 9 11 12 12 12

# Aides/Volunteers 3 6 9 12 15 18 24 30 35 35

# Administrators 1 1 1 2 2 3 4 4 4 4

Expenses($)

Instructional
Salaries $9,500 $19,000 $29,000 $40,500 $52,500 $72,000 $84,000 $99,000 $111,375 $120,487

Trips $500 $1,000 $1,500 $2,500 $3,000 $3,500 $4,000 $4,500 $5,500 $5,500

Supplies, Misc. $825 $1,650 $2,475 $4,000 $5,500 $6,750 $7,900 $9,600 $11,475 $11,475

Total $10,825 $21,650 $32,975 $47,000 $61,000 $82,250 $95,900 $113,100 $128,350 $137,462

Administrative
Salaries (Incl.
Taxes & Benefits) $5,325 $5,500 $9,000 $21,000 $28,500 $36,000 $43,575 $50,000 $56,025 $58,826

Supplies &
Services $1,150 $1,500 $2,250 $3,000 $5,000 $6,750 $7,875 $9,000 $10,125 $10,125

Development $675 $1,000 $2,025 $3,500 $6,000 $6,750 $8,925 $12,000 $13,500 $13,500

Total $7,150 $8,000 $13,275 $27,500 $39,500 $49,500 $60,375 $71,000 $79,650 $82,451

Meals $1,425 $2,850 $4,275 $5,700 $7,125 $8,550 $10,000 $11,500 $13,500 $13,500

Transportation $2,550 $3,210 $5,000 $6,500 $8,400 $11,250 $12,600 $16,500 $18,900 $19,500

Outreach & Winter

Programs $150 $300 $500 $1,500 $1,875 $4,500 $5,250 $9,000 $13,500 $16,200

Miscellaneous $750 $1,000 $1,575 $2,000 $3,750 $4,500 $5,250 $6,000 $6,750 $7,000

TOTAL
EXPENSES $22,850 $37,010 $57,600 $90,200 $121,650 $160,550 $189,375 $227,100 $260,650 $276,113

Cost per
Student $1,523 $1,234 $1,280 $1,503 $1,622 $1,784 $1,804 $1,893 $1,931 $2,045

The board must always be kept apprised of proposed program and staffing increases well in advance of their
institution into the program, and given ample opportunity to review and discuss them.

17

The Executive Director, the Board and
Fundraising
Ensuring the financial well-being of the organization
is a responsibility jointly shared by the Executive
Director and the board.The most effective partner-
ships typically occur when the Executive Director
regularly interacts with board members, encouraging
them to reach out to prospective funders, such as
foundations, corporations, high-net individuals or
civic groups.
Ideally, board members should contact their col-
leagues and/or friends on behalf of Horizons and
schedule a meeting.Typically, the board member
opens the meeting with a general discussion, which
is followed by an introduction to Horizons given by
the Executive Director. Once the discussion has con-
cluded, the board member makes the “ask” or request
for funding support, which s/he and the Executive
Director have agreed upon in advance of the meet-
ing. It is important that the board member ask for
funding; it is much more difficult to decline the
request of a friend or colleague who is volunteering
their time to a worthy cause than that of a salaried
employee of the organization.
Should the meeting prove productive, the Executive
Director then takes responsibility for cultivating the
relationship and administering any grant requests
VI. Executive Leadership
and contributions.The board member and Executive
Director should continue to meet with the donor or
prospective donor annually. Even if the initial visit
proves unproductive, it is important to remember
that ‘no’ is the beginning of a relationship, not the
end. Just because a request is declined once does not
mean that will always be the case.
This type of collaboration between the Executive
Director and board members not only aids in gener-
ating vital revenue for the organization, but allows
the people involved to get better acquainted while
working toward a shared goal. In addition to facilitat-
ing meetings with prospective funders, board mem-
bers should also join the Executive Director in:
1 writing personal notes on annual appeals
2 assisting with and attending various benefits and
Horizons-sponsored events
3 generating funding leads and nurturing relation
ships with individual donors
All Board members must participate in fundraising in
one way or another in order for Horizons to thrive.
There are many avenues to raise money, and it is the
Executive Director’s responsibility to help each
board member find the way in which he or she can
participate most effectively.
Finances
Every Horizons Affiliate strives for fiscal health,
regardless of the size or complexity of its budget.
Maintaining a balanced budget and small monetary
cushion will help ensure the program’s financial suc-
cess through strong fundraising years and weaker
ones.The Executive Director must create a budget
that shows both the expense and revenue sides of
the organization from its inception. Each year the
budget must be presented to the full Board for a
vote, and during the year the finance committee
must review the finances to see if the organization is
on course. Depending on how well the program is
able to adhere to the budget, it may need mid-year
revision.The budget should include last year’s actual
figures, this year’s progress, and next year’s projec-
tions, giving board members a three-year look at the
finances.
18

Revenues
The revenue side of the budget should include all
the sources of income projected to come in within
the next year. It is best to be conservative in project-
ing income.The Executive Director in conjunction
with the finance committee should review each cate-
gory of donors and project expected revenue from
each.Very few donors pledge multi-year funding to
Horizons, so each year is typically a fresh start.The
budget should include income generated by individ-
ual giving, corporate and foundation grants, civic
organizations, events, United Way (if Horizons is a
member), student registration fees and endowment
income if one exists. It is important that all sources
of income are reflected in the budget.
Expenses
The expense side of the budget should be less than
or equal to the revenue side. One cannot create new
expenses if one is projecting a deficit for the follow-
ing year. Fixed expenses include salaries, benefits (if
there are full time employees), transportation, food,
trips, supplies, and insurance.A rule of thumb in the
non-profit world is that administrative and fund rais-
ing expenses not exceed 25% of the total budget.
Donors usually prefer not to fund administration, so
often a portion of administrators’ salaries is allocated
to program salaries.This is perfectly legitimate since
most administrators spend a part of their time on
program matters. It is best to work with an account-
VI. Executive Leadership
ant to set up this system initially.
The board should vote on the new budget well in
advance of the start of the next fiscal year so that the
Executive Director can plan for hiring, transportation
and other program expenses. Prior the board meet-
ing at which the budget will be voted upon, the
Executive Director, board Chair and finance commit-
tee should all be in agreement on the budget to be
presented.The finance committee head usually pres-
ents the budget to all members, who then discuss
and vote on the budget, which will serve as the
financial road map that the organization follows for
the next fiscal year.
Audit
Horizons Affiliates should have an audit conducted
after several years of operation, independent from
that of the host school. Frequently, donors and
prospective funders request an audit. Many account-
ants will work with non-profits at a discounted rate,
perhaps even the firm retained by the host school.
Strategic Planning
Looking ahead and planning for the future of the
organization should be an ongoing and regular activi-
ty.The process usually takes place on a formal basis
every three to five years and is the joint responsibili-
ty of the Executive Director and the board. It is usu-
ally best to hold strategic planning sessions separate-
ly from regular board meetings, and often helpful to
have the assistance a professional facilitator to
ensure all members are engaged and that the dia-
logue remains on-topic.A formal strategic plan is
written and accepted by the board and in the ensu-
ing years the Executive Committee and the
Executive Director make sure that the plan is being
carried out.The plan should be reviewed annually to
ensure that it is being executed and/or modified, if
necessary, to reflect any directional changes or unex-
pected developments. (Please see Appendix for a
sample strategic plan for Horizons National.)
Overview of Sources
As mentioned earlier, ensuring the financial well-
19

VII. FUNDRAISING
being of the organization is a responsibility jointly
shared by the Executive Director and the board.The
most effective partnerships typically occur when the
Executive Director regularly interacts with the
fundraising committee and other board members,
encouraging
them to
PEOPLE
reach out to
GIVE TO PEOPLE prospective
Unquestionably, Horizons is a won-
funders, such
derful organization, but in the final as founda-
analysis fundraising is influenced by tions, corpo-
personal relationships. Individual rations, high-
giving, in particular, is often motivat- net individu-
ed by a desire to support an organi- als or civic
zation that a friend or colleague is groups.
involved with and deems worthy.
Nurturing relationships with board
members, current and prospective
While the
donors as well as corporate and
foundation funders will result in
world of
more effective fundraising. nonprofit
finance is
vast, con-
stantly
changing and
highly com-
petitive, it is primarily driven by two fundamental
principles:
1 Successful fundraising requires careful fore
thought and planning
2 No organization should depend so much on a
single funding source that it would be unable to
function without it
Diversification of support is essential to ensure the
financial viability of the organization and its pro-
grams. While the majority of giving nationally comes
from individuals, it is essential that they not be the
sole source of funding. Developing a diversified plan
will help see an Affiliate through the negative impact
of market fluctuations.There are a number of
sources for income generation, each with their own
advantages and disadvantages:
Grants
Horizons National Affiliate Guidebook
Both private foundations and public governmental
entities are sources of grants.The Foundation Center
provides valuable background information on both at
www.foundationcenter.org
Pros - A potentially large infusion of dollars
- Core support for a specific program,
general operating expense, or
capacity building
Cons - Can provide a false sense of security in
reliance on continued grant funding vs.
seeking alternative funding options
- Risk of massaging the program to meet
the grant criteria
Civic & Faith Institutions
Organizations like Horizons with a mission to help
and support youth are likely candidates for a contri-
bution. Recruiting members from these organizations
to serve on the board or volunteer during the sum-
mer program is a good first step toward securing a
gift.
Pros - Can be a source of multi-year funding if
volunteers stay engaged
- Provides an opportunity to get
Horizons’ story out to a new group of
potential donors via presentations, arti-
cles in their newsletters, etc.
Cons - Is very dependent on current leader-
ship and/or those involved
- Insists that the mission of the group be
closely aligned with Horizons’ mission
Corporations
Corporations often have a public goodwill mandate
to support those organizations in the community
where they live and conduct business.This applies to
smaller, local businesses as well. Developing a rela-
tionship with an employee of the corporation is the
best entry into the funding pool offering a “what’s in
it for you” to the corporation in connection with
their contribution is often an effective strategy.
Pros - The gift can be leveraged with
20

volunteers (or vice versa)
- The business may match individual
gifts in addition to providing corporate
funding
- As long as the corporation sees a
benefit, it may continue to support
the work
Cons - The current “good corporate citizen”
marketing priorities will determine if
the relationship continues
- Corporations like to see where their
money is applied, and are less likely to
support general operating expenses
Events
Events provide an opportunity to raise awareness,
introduce new prospects to Horizons and nurture
current donor relationships. Corporations often pre-
fer to sponsor an event so that they have a source
for name recognition rather than simply make a
donation.
Pros - A great way to get the Horizons story
out before a large group of people
- Builds the prospective donor database
(have a plan in place on how to follow
up with attendees post-event)
- A civic or faith group may even hold an
event and make Horizons its beneficiary.
The Executive Director may be photo-
graphed by the local press
Cons - If not outsourced, events can be very
time consuming for staff and board
(a volunteer group can be formed to
execute the event)
- The cost of an event can escalate if not
watched carefully. Ideally, costs should
not exceed more than 30% of the total
gross
In-kind Support
Identify goods or services that are current expense
items that may be solicited to receive in-kind: food,
facility costs for field trips, transportation, printing,
classroom supplies, art materials, etc.
VII. Fundraising
Pros - Initiates a relationship that can be
maintained year after year
Cons - It is not a gift if it’s not useful.Avoid
becoming a dumping ground!
Recognition
Don’t overlook smaller opportunities that allow
donors to make an additional contribution to
Horizons.These include naming/honoring, memorial
gifts and donor categories.
Individuals
Individual contributions are the best source for sus-
tainable, flexible support for Horizons.The cultiva-
tion, acquisition and growth of an individual donor
will yield the best long-term support.
Pros - Individual donors can be a substantive
source for expanding a local donor
base, as well as great advocates and
“buzz” generators
Cons - They often require frequent nurturing
Cultivation of Individual Donors
There are several ways to cultivate donors, but
regardless of your particular style, begin by asking:
1 Who does the board know?
2 What about Horizons’ volunteers and their
contacts?
3 Who in the community supports similar causes?
4 Who is impacted by or has empathy for
Horizons’ mission?
Gift Acquisition & Growth
Determine who is the best person to ask for the gift.
Someone with a personal or professional relation-
ship, or someone possessing similar interest or
stature in the community is best.
1 Gather information on the capacity of the donor
for their gift (asking for too little wastes an
opportunity and sets a precedence for
future giving
21
 VII. Fundraising

2 Provide an opportunity for the prospect to learn component of the campaign

about Horizons; a summer site visit is ideal, 6 Assign another board member responsibility for
preceded by an informative brochure or newsletter the overall campaign execution
3 Make the ask in person.This is essential for a 7 Establish timelines and deadlines
major gift
4 Ask for a specific amount
5 Follow up the ask with a thank-you note and
additional information about the program
6 Record the gift properly and recognize the donor
according to their wishes

Growing the Gift

Assign a board member to personally call the donor
and thank them when the gift is made, then stay in
touch.

1 A donor should hear from you at least three

times a year, when you are not asking
for money; newsletter, thank-you note from a
program participant, holiday card, etc.
2 Send an annual report or letter providing
program highlights and successes. If
possible, connect how their gift was used.
3 When a new need, program enhancement or
expansion opportunity arises, offer the
donor the first chance to support it by making a
lead gift toward it
4 Ask for a specific amount that is proportionately
larger than the previous gift
5 Explore the interest of the donor in making a
challenge gift, a multi-year pledge and/or a
planned gift

Developing a Plan
Developing a plan will help manage the multitude of
activities surrounding an Affiliate’s fundraising
efforts, and provide a better sense of where the
organization stands financially.

1 Ask, what is the fundraising goal? It should be

more than the current budget
2 Determine which components will be used in a
fundraising plan
3 It is recommended that no one component
provide more than 30% of the entire goal
4 Determine the timing of each component
5 Assign someone responsibility for each

22
 VII. Fundraising

Range of Gifts
Once a fundraising goal is set, develop a range of gifts chart to help determine how much money
to pursue from various funding sources. Since “no thanks” is all-too-frequently heard, plan on
identifying three-times the number of prospects needed to secure each gift. For example:
Needed # of Prospects
1 gift @ 20% of the goal 3
2 gifts @ 10% of the goal 6
4 gifts @ 5% of the goal 12
8 gifts @ 2.5% of the goal 24
10 gifts @ 1.25% of the goal 30
Sample Range of Gifts Chart - Goal $50,000
Gift Amount # of Gifts # of Prospects
$10,000 1 3
$5,000 2 6
$2,500 4 12
$1,000 8 24
$500 10 30
$499 and below many = $7,000 even more!

To reach a goal of $50,000, 150 people may very well need to be contacted even though the
giving will come from only 50. Once a plan is established, the board should be accountable
for their role in ensuring its success.

Annual Giving
From its inception, an Affiliate should organize an
annual appeal requesting funds to support the organ-
ization - even if it is only mailed to a handful of peo-
ple initially.An emotionally compelling, single-page
solicitation letter signed by the board Chair and the
Executive Director as well, if desired, should be
accompanied by a return envelope and annual
report (if one exists) or other informational piece.
Personal, handwritten notes from board members on
those letters sent to their contacts influence both
the number of gifts received as well as their dollar
amounts. Ideally, all letters should include a personal
note, even if the recipient is unknown by the board
or Executive Director to help create a more intimate
correspondence and avoid giving the appeal a “mass
marketing” feel. Obviously, ensuring that names and
addresses are accurately spelled and salutations
appropriate (Mr. and Mrs. for an acquaintance versus
Jane and Bob for a friend) go a long way. Be sure to
include board members in the annual appeal mailing
as well. Each year, the board should provide addition-
al recipients to the annual appeal mailing to help
build a donor database.
Annual appeal recipients include:
1 Individual donors
2 Local supporters (religious and civic groups,
fraternal organizations, etc.)
3 Foundation grantors
4 Corporate and business grantors
5 Matching gift organizations
6 Gifts in tribute
7 Underwriters and in-kind donors
There is no definitive time to hold an annual appeal,
however, fall usually coincides with year-end giving
and is often favored by nonprofits for that reason.An
Affiliate should be sensitive to the host school’s own
fundraising efforts and should coordinate their annu-
al appeal mailing to avoid overlapping. Furthermore,
soliciting the host school parent community should

23

only be undertaken with consent from the Head.
Some schools permit an Affiliate to mail to people
within the school community who express an inter-
est in Horizons, previously made a contribution or
attended a Horizons event, but not to new parents or
those who have not been involved in any fashion. In
other instances, the Head writes a letter introducing
new parents to Horizons at the start of each school
year, encouraging them to contact the Horizons
office to learn more about the program.
A very brief follow-up letter can be mailed six to
eight weeks later to those who did not respond to
the initial appeal. Be sure to keep board members
apprised of all gifts received, especially those from
their colleagues.Thank you notes should be sent
immediately following receipt of a donation and, if
possible, also be personalized by the Executive
Director or board Chair.
Recognizing the program’s donors in the annual
report is beneficial on several fronts:
1 Publicly acknowledges donors’ support of
Horizons
2 Appeals to the social aspect of giving
3 Stimulates increased giving the following year
Listing donors by giving categories (ie: donations up
to $100, from $500-$999, or $5,000 and above, etc.)
is common and allows supporters to easily see who
VII. Fundraising
is contributing to the organization at what level
without disclosing a specific dollar amount. People
are frequently interested in knowing how much
their friends contribute to Horizons, and may
increase their own level of giving next year as a
result. Some Affiliates also publish the names of con-
tributors in their monthly or quarterly newsletters so
that donors are recognized as soon after a gift as pos-
sible.
List Building
Annual appeal lists frequently start small and develop
over time. Initially, the annual appeal is mailed to
business colleagues and friends of the Executive
Director and board, some parents within the host
school community (with the Head’s consent) and
any additional supporters.To build upon this founda-
tion, the Executive Director can assist board mem-
bers in identifying contacts they may have at differ-
ent corporations, foundations and civic groups, and
determine the most beneficial manner of approach-
ing them.A bit of sleuthing into “who knows who”
often leads to an introduction to the funding deci-
sion-maker or a key influencer within a foundation
or corporation. Once the connection is made, steadi-
ly cultivate the relationship.
It is essential to cultivate a presence within the host
school community and beyond in order to build a
following of loyal individual supporters. It is tempt-
ing to think that a blind appeal to the broader com-
munity - individuals, civic groups and corporations -
will yield results, but it is costly and will result in lit-
tle return. Horizons does not have the name recogni-
tion of large nonprofits, such as the Red Cross or the
March of Dimes, so people unfamiliar with the organ-
ization are unlikely to give on the basis of the name
alone.
Grant Proposals
Grant proposals are an essential part of the process
of fundraising.While a proposal is the single most
important component in the process, ultimately,“giv-
ing is one human to another,” in the words of Julie
Rogers of the Eugene and Agnes E. Meyer
Foundation, a dynamic collaboration between grant
maker and grant seeker.The goal is to build a net-
24

work of foundation and corporate funders, many of
which give small gifts on a fairly steady basis, and a
few of which give large, periodic grants.As a rule of
thumb, corporate givers and small family foundations
tend to be better prospects for annual support than
the larger, national foundations.
Having researched, cultivated and met with potential
funders, it will be time to submit a grant proposal.
While certain “boiler plate” components will appear
in all proposals, each must be tailored to the specific
funder’s geographic focus and areas of interest, and
provide detailed background information on the ini-
tiative the grant will support. Proposal documenta-
tion includes, but is not limited to:
1 Executive summary
2 Statement of need
3 Detailed project description
4 Budget
5 Organizational information
Specific projects tend to be of greater interest than
general operating requests. It is far easier for a foun-
dation or corporate funder to make a grant when
trustees can see precisely where the money is being
used and assess the success of their investment.
Each grant proposal is unique, depending on the tar-
VII. Fundraising
geted organization and the ‘ask’.There are, however,
some dos and don’ts that are good to keep in mind.
1 Research the foundation or corporate funder up
front by reading their funding guidelines, and
identifying their areas of interest as well as the
nonprofits they have supported.This is all a
matter of public record.At what times of the year
do they give? What is the average donation? If
their gifts range between $10,000 and $50,000
then clearly it is not wise to ask for $100,000.
2 Follow the grantor’s lead. If the foundation asks
you for a one-page letter explaining Horizons and
the dollar amount being sought, don’t write three
pages. If they ask for specific evaluation metrics
for the initiative or a budgetary breakout, be sure
to include them.
3 In writing a full grant proposal it is important
that it be articulated clearly and compellingly.
State the request and the reason for it early on in
the proposal and circle back to it again at the end.
4 Always include a personal cover letter that
reflects the status of the relationship (has a face-
to-face meeting taken place, did the prospective
donor visit the program, does a personal relation-
ship exist between the donor and a board member?)
5 Follow-up calls are essential.While the strongest
relationships are always directly with decision-
makers within a foundation or corporation, do
not underestimate the importance of influencers,
such as administrative or support personnel.
These people can help pave the way to securing
a grant by encouraging their decision-making col
leagues to give strong consideration to a grant request.
Two additional sources of funding that merit discus-
sion are the local United Way in your community, and
state and federal resources.There are both advan-
tages and disadvantages to belonging to the United
Way. Membership in United Way generates income
and connects Executive Directors from a variety of
nonprofit organizations with one another as well as
with corporate community leaders.Additionally,
membership gives Horizons the “Good
Housekeeping Seal of Approval” in the community.
However, that membership brings with it a great deal
of paper work, meeting time and the inability to
25

approach local corporations without a personal con-
tact inside the corporation who encourages you to
apply for money. Corporations often give to United
Way as a means of stemming nonprofit solicitation.
In essence, the corporation is giving United Way the
job of determining which nonprofits within the local
community should get their money. One can still
unearth corporate money by personal contacts
thereby benefiting from both revenue streams.
State and federal money is another possible
funding source, but bear in mind that seeking federal
and state money can be time-consuming and the
results disappointing. For example, a grant may be
secured after much work and then lost because of
cut- backs.An Affiliate’s budget should not be
dependent on state or federal money as it is too pre-
carious.There is, however, one exception: federal
monies for the summer feeding of children living in
low-income circumstances.These funds are funneled
through the state, and several Horizons Affiliates cur-
rently receive critical summer food subsidies.While
there are numerous forms to file, Horizons students
do qualify for these funds and it is highly beneficial
to take advantage of them.
Events & Visits
Events can be a profitable source of income for the
organization, and an Affiliate should consider hosting
one within the first few years of its existence. Over
time an event can become a significant source of
income for the organization as well as a means of
involving interesting new people in the organization.
People attend these fundraisers for a variety of reasons:
1 a desire to participate in whatever the event is
offering
2 a friend invites them to attend
3 a desire to be part of a large social gathering
Events offer an effective opportunity for people who
know little about Horizons to learn more and get
interested in the organization. In addition to becom-
ing part of an Affiliate’s mailing list of prospective
donors, event attendees also represent a possible
source of volunteers. In time, they may elect to join
the events committee and work on the next
VII. Fundraising
Horizons benefit. Or perhaps they will take a table or
sponsor a foursome at the next event and invite
other friends and colleagues, effectively broadening
the circle of people familiar with Horizons within
the community. Involving the entire Horizons family
in an event is important. Each shares their enthusi-
asm about the program with the people attending,
contributing a wonderfully rich “human” dimension
to the event.The possibilities for fundraisers are vast:
galas, dinner-theatres, museum openings and cocktail
receptions, golf outings and sporting events, fun
runs, fairs and festivals, auctions, roasts and toasts,
among hundreds of others. Start small and take on
more ambitious events as the organization grows.
Visits bring the program to life.The fund raising and
public relations committees and the Executive
Director, should organize summer visits to the pro-
gram while it is in session. Corporate, foundation,
individual and civic groups should all be encouraged
to come as nothing is more powerful nor persuasive
as experiencing the program in action.Visitations
and “friend-raisers” take many forms:
1 A light breakfast and brief introduction to Horizons
followed by a group tour of the program
2 An invitation to a specific program event, such as a
performance or guest author, artist or business leader
3 Individual tours set up in advance
4 Volunteer visits for those who may be interested in
lending a hand or already do so by contributing their
26

time and efforts outside of the actual program, such
as a gala or annual appeal mailing
Recognition Contributions Giving “in memory
of” or “in honor of” allows board members and other
donors to designate Horizons as the recipient of gifts
in memory or honor of an individual, accomplish-
ment, special occasion, etc.Acknowledgement letters
inform the person being honored or family members
of the individual being remembered that a contribu-
tion has been make in his/her name.This type of giv-
ing creates income, introduces people to the organi-
zation that might not otherwise learn of it, and gen-
erates good will between the donor, honorees and
Horizons. Be certain to acknowledge these gifts
along with other funding sources in all marketing
communications materials.
Endowments provide long-term viability.A wise
fundraiser has a quiver containing several potential
funding opportunities to present to a potential
donor. If one project does not interest the donor
another may be pulled out for consideration. One of
these arrows is the building of an endowment. Most
donors feel that an endowment demonstrates that
the organization is well managed, and many feel that
monies contributed to an endowment continues to
benefit the program into the future.That said, there
certainly are donors that will not support endow-
ments, so it is essential to research a funder’s posi-
tion on this before approaching them. Once an
endowment has been established, it is important to
spin off a certain percentage of it each year into the
annual budget; an accountant will help determine
the correct amount. Determining the size of an
endowment is a decision for the board and should
be supported by a rationale.
Charitable Trusts have gained increasing promi-
nence in nonprofit giving. Many donors are now put-
ting aside a sum of money to be bequeathed to non-
profit benefactor(s) upon the donor’s death. During
the remainder of his/her life the donor will receive
the yearly income, but the principal is eventually
given to the designated nonprofit(s).This method of
giving confers tax advantages for the donor while
ensuring a future gift for the organization. Making
VII. Fundraising
donors aware of charitable trust giving in annual
appeals, annual reports and other financial literature
may encourage them to think about making such a
contribution to Horizons.
Giving Circles have become a highly effective,
engaged giving channel for many donors. In 1998, a
large intergenerational transfer of wealth was immi-
nent and the country was in a time of great prosperi-
ty.The potential to grow lasting giving remains
strong today and the need is ever more acute, as gov-
ernment funding declines and foundations and cor-
porate giving continues to provide less than 20% of
funding for communities.
Giving circles have gained national visibility in the
past decade.They exemplify a face of individual phi-
lanthropy in their diversity, flexibility, passion and
spirit. Characteristics of giving circles and shared
giving include:
1 Highly participative forms of collective
philanthropy
2 Independent spirit and collaborative operations
of groups
3 Diverse attraction: people join giving circles to
magnify the power of their philanthropy, learn
more about philanthropy and their community
(often those involved have never even thought
about philanthropy; what brought them to the
27

table is that they had a passion to do something
but they didn’t know where to start)
4 An emerging new force in philanthropy
5 Grassroots manner or origin, although some
groups are formed by host organizations such as
community foundations, women’s foundations,
local volunteer nonprofit orgs, even financial
services companies and private foundations
Shared Giving
At one end of the spectrum are informal, but organ-
ized group-based giving opportunities, often around
an event, such as a wine tasting. These
1 Bring together like-minded people to support
cause(s)
2 Provide opportunity for networking and social
activity
3 Offer members an opportunity to become part
of larger effort to effect social change and accom-
plish jointly what cannot be done alone
Formal Giving Circles
At other end are highly organized formal giving cir-
cle structures and independent organizations.
1 Frequently described as a “social investment
club”, a giving circle is a pooled fund, often
hosted or sponsored by a charitable org, such
as a community foundation, through which
members make grants together
VII. Fundraising
2 High engagement form of philanthropy: donors
engage in collective decision-making and
educational activities.
3 Typically organized around a particular issue, area
of interest (women’s issues, quality of life,
environment) or geographic region
4 Grant making functions include issuing formal
RFPs, proposal review, site visits, participatory
opportunities (unlike passive checkbook forms
of philanthropy)
5 Participatory process combined with increased
impact of pooled charitable dollars has strong
appeal to many donors.
In survey sample of 61 giving circles - a small frac-
tion of the giving circles that exist - more than 5,300
engaged donors raised nearly $32 million and dis-
persed approximately $23 million in grants to wor-
thy charities nationwide. Clearly, these groups are
worth getting acquainted with. (See appendix for a
list of giving circles compiled by New Ventures in
Philanthropy, Forum of Regional Associations of
Grantmakers, 2005.)
Ethnic Groups can be a valuable source of both
local funding and volunteers for Horizons.These
groups generously contribute their treasure, time and
talent to nonprofit organizations serving people who
share their ethnicity. Horizons students come from
diverse backgrounds, reflecting the demographics of
the particular area of the country in which they live.
Reaching out to ethnic organizations, religious insti-
tutions and business leaders within the local commu-
nity who share common ethnic origins with
Horizons’ students engages this philanthropic popu-
lation in the organization’s mission. In general, volun-
teerism is often widespread among ethic groups,
who most often donate their time to improve the
lives of others lacking opportunities and access to
vital resources rather than for social reasons. Like all
donors, philanthropic ethnic groups want to see pro-
fessionalism presented in an organization’s mission
and purpose, detailed accounting of funding alloca-
tions, long and short-term goals and accomplish-
ments.
28
 Horizons National Affiliate Guidebook

VIII. COMMUNICATIONS
Generating public awareness of Horizons is an inte-
gral part of any fundraising plan.The more an
Affiliate’s various constituents know about the organ-
ization, the more apt they are to contribute their
time and financial resources.Any communication
plan should, therefore, take into account each of
Horizon’s various constituencies:
1 Horizons students and families
2 Horizons faculty and staff
3 Horizons board of directors/advisors
4 Host school community (administration/
faculty/staff, students, alums and parents)
5 Local and neighboring communities (residential
and commercial)
6 Active and prospective individual, group,
appropriate
3 Executive Director’s name
4 Logo and contact information (address, phone,
fax, email and url)
It is extremely helpful to have more than one indi-
vidual proofread the annual report before it goes on
press. Misspelled names, overlooked funders, and
misappropriated gift amounts generate donor ill-will
that is difficult to rectify.Always include a donation
form and reply envelope when using this piece to
solicit funds.
Newsletters
Newsletters are
wonderful tools for Awakening Students to their Potential

corporate and foundation funders communicating Summer Newsletter 2006

seasonal informa- New Leadership at

Horizons National, pg. 2

tion about 2006 Affiliate

Conference, pg. 3

Annual Report Horizons.As with Golfers Tee-off to

Benefit Horizons, pg. 4

The most effective an annual report, Student Reflections, pg. 5

communications concise, punchy Endless Summer

efforts are multi-
Board of Directors
Amy Chan Downer, Chair
Katharine H.Welling,Vice Chair Horizons programs support students
Lighting the path copy and bold Anthony P. Grassi,Treasurer
Sally S. Grassi, Secretary
Christopher Babbs
year round
ewly launched Horizons ence possible both during the sum-

faceted and target- to a brighter future photographs of the

students and their
Joseph F. Chan
Fabio Freyre
Mary-Jo Gabel
Douglas M. Karp
Monica Lamontagne
Lore Childs Macdonald
N programs grow with
intention and focus,
adding a new grade
level each year until
they reach maturity with classes for
mer program and throughout the
year. I am delighted to report that
eight of our thirteen Affiliates now
offer Horizons winter activities in
addition to the flagship summer

ed to specific audi- Lyn F. McNaught

Evelyn K. Moore
Craig S. Phillips
Nicholas S.Thacher
children in kindergarten through
eighth grade. One important compo-
nent of this growth is the addition of
a winter program, which allows the
enrichment program.”

Winter programs may include tutor-

ing, enrichment lessons, Saturday

ences.A general activities are highly Jane Stoddard Williams

Executive Director
Lynn C.G. Stack
students to remain connected to
Horizons throughout the school year.

“When a student to joins our

School, cultural field trips, and col-
laborative field trips and projects
with other local non-profits.

Horizons family, we, as an organiza- While the National office continues

annual report can engaging to read- Affiliate Director

Lorna R. Smith

Advisory Board
Andrew M. Clarkson
tion, are making a commitment to
provide that child with a stimulating,
enriching program for at least nine
to open Horizons programs in new
communities and reach out to more
children in need, our existing
years,” said Lorna Smith, Affiliate Affiliates are also expanding and

assume many for- ers. Stories should Joseph L. Mahoney, Ph.D.

Edward Zigler, Ph.D.
Director of Horizons National. “Part
of that commitment is ensuring our
students receive the richest experi-
enhancing the wonderful myriad of
services they provide to their students.

mats and serve a be upbeat, lively

one child at a time and of general
multitude of pur-
poses. Regardless interest. Quotes from students, teachers, community
of it’s design, an 2004 ANNUAL REVIEW members can be used as call-outs to draw attention
annual report must NATIONAL ®
to compelling “bites” of information. Newsletters
be compelling, suc- have a myriad of uses, chief among them:
cinct and highly
visual. Liberal use 1 as components in informational packets sent to
of photographs and highly-focused, engaging copy current and prospective funders
deliver the greatest impact. Customization for differ- 2 as program updates for Horizons parents
ent constituencies occurs in the accompanying 3 as general communications to individuals within
cover letter.Annual reports can be designed internal- the host school, the public feeder schools and
ly by the Horizons staff, or externally by a freelance the local community
graphic artist, board member or volunteer. Be certain
to list: Including a reply envelope/donation solicitation
device is an unobtrusive method of garnering addi-
1 All funders - individual, group,“in honor of,” tional funds. Newsletters lend themselves to a variety
corporate, foundation, etc. of formats, depending on budget and amount of con-
2 Board member names and officers’ titles, where tent, and can be mailed bi-annually, quarterly or

29

monthly.They should be self-mailers in all cases,
which reduces production costs and postage while
increasing the piece’s likelihood of being read.A 4-
color, 4-page newsletter template is included on the
Master Art Files CD and provides ample layout flexi-
bility.Affiliates may also design their own newsletter
format paying close attention correct logo usage.
Publicity
Public relations is an effective, inexpensive way to
introduce Horizons to the community at large and
helps keep the organization top-of-mind through fre-
quent coverage. Good publicity exposure has the
power to influence multiple constituents through
single channels enhancing Horizons’ image among
prospective volunteers, donors, corporate sponsors
as well as Horizons and host school families.
The public relations committee focuses on getting
Horizons-focused stories picked up by the local
media (newspapers, magazines, radio and television
stations). Local media groups are always on the hunt
for fresh stories that will be of interest to their audi-
ences, and it is well worth the time and effort to cul-
tivate relationships with various editors and anchors.
Inviting these contacts to visit the program while is
session will provide them with a deeper, more mean-
ingful understanding of Horizons’ mission and the
students it serves.This, in turn, often increases the
likelihood of securing media coverage in the future.
Once a relationship is established, most editors will
pick up stories and captioned photos emailed to
them well in advance of their deadlines making the
process turnkey.That said; it is still essential that face-
to-face meetings — whether over coffee, lunch, at
Horizons, or in their office — take place bi-annually
with key media contacts.
Working in conjunction with the Executive Director,
the public relations committee should compile a cal-
endar of newsworthy Horizons events and assign
committee members and volunteers to cover them.A
well-crafted story and one or two captioned photos
can then be emailed directly to the publications.
Local TV reporters should be notified of upcoming
human interest related events early on so that a crew
can be dispatched to tape or broadcast the clip live.
VIII. Communications
Again, it is important to stay abreast of individual
media organizations’ deadlines and build in enough
time to run the proposed article by the Executive
Director prior to its release. Bear in mind that all
media submissions should be newsworthy and, there-
fore, of interest to the general public.
Promotional DVDs and Videos
Promotional DVDs and video tapes provide potential
donors who cannot visit Horizons with a strong
sense of what takes place at the program. Horizons
National has a 4-minute promotional clip on the
website, which goes far in presenting the organiza-
tion’s evolution. Some Affiliates have produced local
videos, specific to their program, which can be a
highly effective sales tool. Board members or dedicat-
ed volunteers may be able to assist in securing a
local business or individual to underwrite filming
and production or take on the project for a reduced
fee.A specific grant request may also be made to a
current funder who understands the value of market-
ing. Promotional DVDs should be kept to 5 minutes,
on average.This ensures Horizons’ story is communi-
cated succinctly and keeps the viewer engaged
throughout. Lengthier presentations - even well-pro-
duced ones - typically have a counter-productive
effect, leaving the audience relieved that the pitch is
over rather than with piqued interest. Keep in mind
that videos do require updating every few years as
the program expands and services become increas-
ingly robust.Avoiding declarative statements that will
date the program, such as the specific number of
children served or books read, will increase the
DVDs shelf life. Instead, keep facts more general, for
example: More than 100 students devoured 400
books covering 5 genres at Horizons.
Marketing Toolkit
There was a time when nonprofits and donors alike
believed that the philanthropic nature of the organi-
zation prohibited marketing, advertising and brand-
ing.Today, marketing practices are widely accepted
in the nonprofit sector for developing innovative
ideas to achieve financial stability for the organiza-
tion. Branding directly influences a nonprofit organi-
zation’s ability to:
30
 VIII. Communications

1 Increase funding from donors, corporations and

foundations
2 Enhance program recognition and credibility
among various constituencies
3 Define and communicate a clear, compelling
image across Affiliate programs

Horizons’ greatest asset is its brand. In 2005,

Horizons National’s brand identity initiative was
LOGO
undertaken to create a clear, consistent message
The Horizons mark is composed of two elements:
about the organization across all entities, so that
the Emerging Child symbol and the logotype.
when people see the logo or hear the Horizons
Together they form our signature or logo.The rela-
name, they will think of Horizons’ mission and pro-
tionship of the symbol and the logotype is called the
grams in clearly defined terms.This brand identity
lockup.As the term implies, the lockup is used as a
serves to enhance Horizons’ good name, the warmth
single unit and may not be modified in any manner.
and professionalism of its various staffs, and the
As a new mark, the Emerging Child symbol by itself
integrity of the organization overall.The logo and
is not know well enough to warrant its use apart
tagline capture the essence of Horizons’ mission,
from the name Horizons, and therefore, should not
strengthen and unify its position as a national organi-
be used as a stand-alone graphic element.
zation comprised of local Affiliates, and communicate
a clear, concise brand image to funders, students, par-
Each Affiliate has their own lockup reflective of their
ents, educators, volunteers, independent and public
distinct program name.Various electronic formats of
school partners.
the logo have been created and are on the Master Art
File CD held by the Executive Director.The logo
TRADEMARK must always be digitally reproduced from this disc.
Horizons and Horizons Student Enrichment Program Please do not attempt to redraw or alter the symbol
are registered trademarks, and as such, must be or logotype.The logo must be used unaltered on all
accompanied by either a registration mark ® or print and electronic communications as well as on
trademark TM. Neither iteration of the name may be folders, tee shirts, and other collateral applications.
modified in any manner and both must be utilized as
stated above. Please note that the organization is
required by law to include one of these trademark
indications in both the logo and written language.
The rule of thumb for use is that the trademark des-
ignation be set in the most prominent usage as it
first appears in a publication and the first use of the
name in body copy on each page.

TAGLINE
The logo art has been designed with and without the
tagline,Awakening Students to their Potential.The
tagline has been through legal screening to ensure it
HorizonsTM does not pose a copyright infringement and should
not be replaced with any other language.You may
choose to use just the logo mark or the logo and
tagline lockup. Do not alter the font or placement of

31
 VIII. Communications

the tagline, but rather use the logo and tagline mark ART FILES
in tact, as a single piece of artwork. The Master Art File CD contains the following 3
folders (4 for those Affiliates who requested an
TYPEFACE embroidery-ready logo):
The font used throughout all collateral pieces is
Garamond.A Garamond font suitcase has been 1 Logos
included in the Stationery folder should an art direc-
tor, printer or premium manufacturer require it.
Please do not substitute other fonts for Garamond in
any stationery pieces.

COLOR PALETTE
A standard palette containing 8 colors has been
developed in order to provide flexibility in various
communications executions.The logo must always • 12 black/white logo iterations in various
reproduce in one color; do not set the symbol in one high-resolution print and web-ready for-
color and the logotype in a second color. Logo color mats for design use (palette color is
can be used interchangeably among various print specified by art director at time of use)
and web pieces. For example, one PMS swatch from
the designated palette may be used for letterhead
and another for a web banner. In addition, the logo
may also print in black or be reversed to white from
a dark background. Please note: the background must
provide sufficient contrast to support the gradient
field in the logo.The palette is based on the Pantone®
Matching System and consists of:

pms 541 pms 5415 pms 315

pms 520 pms 675 pms 1665

pms 124 pms 377

NOTE: specified pms colors may vary from actual palette when displayed on
different monitors or when printed by desktop printers. See Pantone Matching
System color swatches for accurate color representation.

32
 VIII. Communications

• 16 color logos (one in each of the 8

palette colors in two file formats) for use
with in-house communications Stationery

Awakening Students to their Potential

2 Newsletter Template
• Master design file in Quark for mechanical
layout of 4/color, 4-page self-mailer
• Spread and single page pdfs (5) for viewing
• Please note: the layout (copy and image
placement, number of pages, main palette Letterhead

color, etc.) may be modified to best suit

image and typography needs.This
template is designed to serve as a frame-
work only
H ORIZONS AT N EW C ANAAN C OUNTRY S CHOOL
545 PONUS RIDGE, PO BOX 997, NEW CANAAN, CT 06840 • Tel. 203-972-7005 • Fax 203-972-2732 • www.horizonskids.org

Newsletter

Palette NOTE: specified pms colors may vary from actual palette when displayed on different monitors or when printed by desktop printers.
See Pantone Matching System color swatches for accurate color representation.

Awakening Students to their Potential

pms 541 pms 5415 pms 315 pms 520 pms 675 pms 1665 pms 124 pms 377

Summer Newsletter 2006

In This
Issue
New Leadership at
Horizons National,

2006 Affiliate
pg. 2
All stationery items are shown in grayscale and
Conference, pg. 3

Golfers Tee-off to
should print 1/color.Affiliates may specify any color
Benefit Horizons, pg. 4
Endless Summer
Horizons programs support students
year round
from the palette when printing actual materials.The
Student Reflections, pg. 5
ewly launched Horizons ence possible both during the sum-
business cards should print 2/color (one palette hue
N programs grow with
intention and focus,
adding a new grade
level each year until
they reach maturity with classes for
children in kindergarten through
eighth grade. One important compo-
mer program and throughout the
year. I am delighted to report that
eight of our thirteen Affiliates now
offer Horizons winter activities in
addition to the flagship summer
enrichment program.”
and grey); a color sample illustrating this breakout is
nent of this growth is the addition of
a winter program, which allows the
students to remain connected to
Horizons throughout the school year.
Winter programs may include tutor-
ing, enrichment lessons, Saturday
School, cultural field trips, and col-
laborative field trips and projects
provided. Most nonprofits list their current board of
“When a student to joins our
Horizons family, we, as an organiza-
tion, are making a commitment to
with other local non-profits.

While the National office continues

provide that child with a stimulating,
enriching program for at least nine
years,” said Lorna Smith, Affiliate
Director of Horizons National. “Part
of that commitment is ensuring our
students receive the richest experi-
to open Horizons programs in new
directors on the letterhead.This confers a certain
communities and reach out to more
children in need, our existing
Affiliates are also expanding and
enhancing the wonderful myriad of
cache if the board members are recognizable or
services they provide to their students.
influential figures in the community or business
world. Keeping print runs small eliminates the need
to recycle outdated stock as members rotate on and
off the board every few years.The decision to list
board members or not is the Affiliate’s.

3 Stationery As Horizons continues to mature and expand, it is

• High-resolution art files, Garamond font increasingly important that we present a unified,
suitcase and pdfs (for viewing only) for: credible image to funders and other constituents.
- Letterhead This branded visual system better supports and com-
- Business envelope (#10) municates the organization’s shared vision and mis-
- Return envelope (#9) sion by preventing image fragmentation and
- Large envelope strengthening Horizons’ identity both nationally and
- Press release locally. Careful adherence to these logo standards
- Business card will help Affiliates execute effective marketing and
- Note pad communications efforts that reflect a professional,
- Name tag cohesive image for Horizons.

33
 Horizons National Affiliate Guidebook

IX. THE SUMMER PROGRAM

The summer program is the epicenter of Horizons
and all auxiliary services that are initiated, such as
school year programming, are extensions of it.The
summer program is the critical point of entry from
which student and his/her family begin their journey
with Horizons and its extraordinary teaching
methodology.
How do you start a Horizons program? Three compo-
nents must exist in order for a Horizons program to
take hold in a community:
the Head of School must be approached first.
THE FIRST YEARS
Each Horizons Affiliate begins with approximately
12-15 kindergartners and, if desired, first graders.A
new kindergarten class is added every summer as
the previous year’s students advance a grade.A core
tenant of Horizons is the retention of students for as
many consecutive years as possible; this should be a
primary consideration in recruitment.

1 A population of families with limited income Staffing

whose children would benefit from the program In the first year, the staff of the program typically
2 A neighboring independent school that believes consists of a part-time Executive Director and one
in the Horizons’ mission and is willing to host teacher, with one or two teachers added each subse-
the program quent summer. During the program’s its infancy,
3 A donor community willing and able to support
the program both financially and through active
volunteerism

Additionally, other factors that contribute to the suc-

cessful launch of a Horizons program include:

1 An advocate within the host school - an individ-

ual or a small group who are enthusiastic about
starting the program and committed to bringing
the program to fruition
2 Buy-in from the Head of School - though the
head is often not the primary advocate shepherd-
ing the program’s start-up through the necessary
channels, the support of the Head is an essential
prerequisite

Once the independent school has committed to

hosting Horizons, the following components must be
put in place:

1 An Executive Director who will head the fledg-

ling program
2 A public school(s) from which students can be
recruited
3 A plan for securing the necessary funding
4 A Board of Advisors to provide leadership,
governance and financial support for the
new Affiliate
While the order of most of these steps is subjective,
teachers frequently cycle with their students for two
or three summers. Historically, the initial Executive
Director has been an elementary school educator
with a passion for excellent educational opportuni-
ties for all children.As the program grows, the
responsibilities of the Executive Director shift sub-
stantially; but for the first few years, expertise in edu-
cation or social work is a key skill.

34
 IX. The Summer Program

the recruitment of teachers who teach “the Horizons

Public School Relationship
It is best to begin with one or two elementary
schools in the communities closest to the host
school with the greatest need. Some suggestions for
developing a good relationship with the public
schools in the target community are:
way.” When interviewing prospective teachers and
assistant teachers, the Executive Director should
look for those who can present their materials in a
creative and engaging way. Horizons teachers should
not be wedded to text books and one way of pre-
senting information. Most Horizons students have

1 Introduce Horizons to the Superintendent of

Schools and the principal(s) of the elementary
school(s)
2 Utilize support from the National office. National
staff can provide informational materials and
assist at some of these introductory meetings
3 Since transportation to and from the summer
program tends to be challenging or costly (or
both), consider this factor when selecting public
school partners

Student Selection
There are several ways to select students to attend
the program, and each Affiliate should use a method
that works best for their particular circumstances.
However, there are some strongly recommended
guidelines for student selection that apply to all pro-
grams:
1 An application should be completed (see appen-
dix for a sample) for each child
2 Children should come from low-income house-
holds, using the free and reduced school lunch
figures as a guideline
3 Each class should have an equal number of boys
and girls, and cultural diversity reflective of the spent a good part of their year sitting at a desk,
community at large working in a workbook or completing a worksheet.
4 In looking for the appropriate students the A primary objective of Horizons is to offer new and
Executive Director should try to find a 1/3-2/3 exciting information or old information presented in
mix of achievers to non-achievers who have new and exciting ways. Most students as well as
potential that they are not realizing.The teachers adults learn best from experiential, hands-on involve-
in their schools elaborate on the the abilities of ment and innovative methods of information presen-
each candidate.The 1/3 achievers act as role tation. It may take the form of a game, a puzzle or a
models for the non-achievers while gaining valu- contest; it could be listening to a story or writing
able enrichment.While each year brings with it one’s own.The teacher must be able to shift gears
returning students as well as new students, this quickly if things are the students are not interacting
academic balance should always be strived for. in the lesson and try a different approach.A teacher
who relies heavily on worksheets and workbooks
Horizons Teachers will likely not make a good Horizons teacher.
An essential component for an Affiliate’s success is

35

Where can one find teachers who teach the
Horizons way? There are creative teachers within
both the public and private schools. It is best to look
to the host school teaching staff first for that is often
a rich source of educators practicing progressive
teaching methods and helps foster a deeper partner-
ship with the school.Veteran teachers can also rec-
ommend friends who teach.Advertising may be a
source of locating teachers, but will require more
investment in the interviewing process since a larger
percentage of those applying will not be qualified to
teach at Horizons.When interviewing, always look
for the teachers with a creative spark. Occasionally
teachers will come along who do not possess all the
desired qualifications, but who will motivate and
inspire the kids.These teachers are gems to a
Horizons program and should be strongly consid-
ered.
Background checks must be run on anyone hired to
interact with students. It is best to discuss this with
the host school Head since the school usually
assumes any liability. It is usually safe to assume that
most public and private school teachers have been
through a background check and have readily acces-
IX. The Summer Program
sible records.Additionally, it is important to call all
references; oftentimes, a reference will tell you some-
thing over the phone that s/he would not include in
a written recommendation.
Teacher Contracts
Once the interview process is complete (at least two
visits are recommended) and an offer has been
made, an employment contract (and a copy) should
be issued. An employment contract should include
all requirements for the summer position and the
corresponding compensation.The teacher should
sign, date and return one of the contracts. If the edu-
cator is a head teacher or will be teaching a subject
such as art to all the children, s/he will need to meet
with the Executive Director prior to the start of the
program to review lesson plans and the curriculum.
Curriculum
As a private organization, Horizons is not required to
adhere to a set curriculum.While it should be clearly
understood that reading, writing and mathematics
are mandatory components, the teacher should be
encouraged to teach the class with enthusiasm and
creativity. Lessons should adhere to the academic dis-
ciplines previously agreed upon by the Executive
Director and teacher and be age appropriate.
Teachers should devise and review with the
Executive Director or Program Director their plans
for the six weeks. If the curriculum is theme based
then the teacher may need to do some research
before presenting his/her plans to the Executive
Director.As for the curriculum itself, the lessons pro-
vided by Horizons teachers on the National website
are a rich resource for all staff. Each lesson has been
closely reviewed and successfully implemented in a
Horizons classroom. In addition to academic curricu-
la, Horizons is a place for students to experience
other creative disciplines such as art, music and
drama.Where those subjects have been eliminated or
cut back in the local school system, Horizons gives
each student an opportunity to try these subjects
and discover hidden talents or new passions.
Teacher feedback at the conclusion of the summer
program is a rich a source of annual evaluation of
the curriculum.
36

Teacher Training
Each Affiliate should train teachers before the pro-
gram begins.The format depends on the time avail-
able and the experience levels of the teachers hired.
It is recommended that at least one winter meeting
be held to introduce new teachers to their col-
leagues, discuss problems from the previous year and
focus on the up-coming summer.A training session
close to the start of the program should focus on:
• Procedures
• Curriculum
• Use of the Horizons lessons on the web
• A seasoned teacher demonstrating the Horizons
way of teaching or a showing of the Horizons
teacher training video (available from National)
Regular summer faculty meetings are typically held
by division as the problems of a first grader are not
the same as those of a sixth grader.The Program
Director typically conducts those faculty meetings
with the Executive Director in attendance. Some
Affiliates have a teachers’ manual, which is given to
all teachers prior to the program start (see
Appendix).
IX. The Summer Program
Teacher Evaluation
In order to maintain the high standards of teaching
practices required at Horizons, teacher evaluations
should be done at the end of the program, keeping
in mind that the session is only six weeks long. It is
helpful if the Executive Director and/or Program
Director have educational experience that they can
draw upon when assessing teaching quality and
methodology.As with any type of employment
review, the Executive Director should provide con-
structive feedback to the teachers and maintain
records of those interactions. Reviewing past teacher
evaluations can help when hiring for the following
summer.
Termination
Every teacher deserves at least two summers to
demonstrate their capabilities and understanding of
the Horizons way of teaching. If the Executive
Director has concerns after a teacher’s first year, s/he
should discuss them with the teacher at the summer
program’s close, and together lay out a written plan
for improvement the following summer. If the plan
has not been implemented and nor improvements
made by the teacher, then the Executive Director
may elect to terminate the teacher. If the situation
improves marginally during the second summer, then
the Executive Director may elect to give the teacher
a third summer with the hope of seeing further
improvement.
Terminations should be conduct exclusively by the
Executive Director, not the Program Director. If the
Executive Director encounters a difficult situation
involving legal issues, a lawyer should be consulted
as well as the host school Head before making a
move that might embarrass or compromise the inde-
pendent school. In very rare cases, the Executive
Director may have to terminate a teacher in the mid-
dle of the summer. In this instance, a replacement
must be readily available and the termination han-
dled with great diplomacy.Thoroughly documenting
meetings with a problem teacher is extremely valu-
able should termination. Reasons leading up to a ter-
mination must be transparent and well documented.
37
 IX. The Summer Program

Assistant Teachers
Each classroom should have two or three teachers or
a 1:4 ratio so that each student receives significant
individual attention.The head teacher is an experi-
enced paid professional and the assistant teachers
most frequently educators just beginning their career
or Horizons graduates. Sometimes the assistant is
about to complete his/her teaching degree or an
older person who is extremely good with children,
but does not have a degree in education. Regardless
of their background, all are an integral part of a pro-
gram’s success.The assistants are usually closer in
age to the students than the head teachers and are
great role models for them, especially if they graduat-
ed from Horizons themselves and live in the stu-
dents’ neighborhoods. Many assistants are in college
and are modeling the next step in a student’s educa-
tional career for the Horizons children.They play
sports and swim with the students, ride the bus,
head a lunch table and generally bring a great sense
of fun and vitality to the program.The assistant
teachers should be evaluated in much the same way
as the teachers, and a weekly assistants’ meeting pro- failed at learning to swim as they might have failed
vides an excellent forum to discuss summer goals, at math; they have never tried to swim or have sim-
challenges and other issues on their minds. ply never had the opportunity to learn. At Horizons,
students are given the opportunity to learn a new
Recreational and Cultural Activities skill, cool off and play with their summer friends.The
The Horizons day usually lasts six hours with pride that accompanies the mastery of swimming
approximately half of that time spent in academic spills over into the classroom, and as a result, the stu-
pursuits.The non-academic portion of the Horizons dent gains tremendous self-confidence and a willing-
day is spent in recreational and cultural pursuits, ness to take on academic challenges.The result: the
and, of course, on good nutrition.The recreational student tries harder at math or reading; subjects
and cultural activities are designed by and unique to which previously seemed insurmountable just as
an individual Affiliate, although swimming is a swimming did before they entered the pool.
requirement, as described in the Affiliate Guidelines. Swimming is a skill that is unlikely to be learned
Cultural trips are an important part of the Horizons after early adolescence. It is also a life-saving skill. It
experience, as they broaden students’ visions of life’s is essential to have a regular swimming program in
many offerings beyond their own neighborhoods.Try place for all Horizons students.While this can be a
not to tip the balance too far in either direction as challenge for some Affiliates due to location or
each part of the program has intrinsic value to the resources, every effort must be made to solve those
whole experience. difficulties.

Swimming
Swimming is a fundamental and irreplaceable part of
the Horizons curriculum, and is tied closely to the
academic philosophy of the program. Most children
come to Horizons as non-swimmers.They have not
Discipline
Children need discipline.They are happier and more
able to succeed at the task at hand when they under-
stand limits, expectations and the consequences of
their behavior. On the other hand it is summer, and

38
 IX. The Summer Program

the students should enjoy themselves while they into Horizons assumes a commitment on the part of
learn. It is best to have a few important rules which both the student and his/her family to attend daily.
all Horizons students follow, which are clearly set
forth at the beginning of the program, preferably in Reports
the form of a “behavior contract.” (see Appendix for a At the conclusion of the summer program, teachers
sample).Additionally, each classroom should develop should complete a written report on each student in
its own set of rules and expectations, posting them
in a prominent place. It is the responsibility of the
head teacher to enforce the rules in the classroom.
Serious behavioral problems should be brought
immediately to the attention of the Program Director
and/or the Executive Director. If a student’s parent
or guardian needs to be contacted, the Executive
Director or Program Director should make the call,
not the teacher. If the child has to leave the program,
then the Executive Director should schedule a con-
ference with the parents to explain the situation.

As in the case of teacher termination, each student

deserves at least two chances, and often three or
four. Children make mistakes; they grow and change,
often learning from their mistakes. It is the adult’s
job to help them understand why they cannot do
certain things and how their actions affect others.
However, if after repeated infractions of the rules a
student is not making progress and is disruptive, it
may be best to remove them from the program,
thereby making way for another child who will ben-
efit more from Horizons. Each Affiliate establishes its
own standards of behavior and the consequences for
disobedience.
Absences
Each Affiliate must develop a firm policy regarding
absenteeism.Although all parents receive written
materials discussing attendance, there are always a
few students who attend on a spotty basis (missing
one or two days a week), and often a family who
goes off on vacation during the program.A common
policy at Horizons is that students whose families
take vacation during the six-week program will not
be invited to attend the following summer.The par-
ents/guardians of students whose attendance is irreg-
ular should be contact to determine the cause.
Parents must be reminded that attendance is
required (barring illness or unforeseeable circum-
stances, of course), and understand that enrollment
their class.The report is then sent to parents and the
students’ public school administrators, and a copy
kept on file at Horizons. Each Executive Director
should determine the format, being sure to include
such critical information as the student’s progress in
each subject and comments concerning their social
adjustment and general contributions to the pro-
gram.The Executive Director should encourage
teachers to present their comments in a positive
way, avoiding derogatory statements.The Executive
Director and Program Director should read each
report prior to releasing it and before the teachers
leave. If a teacher’s comments are unacceptable,
he/she should rewrite the report, delivering the
same message in a more positive way. Each file
becomes a story about that student and his/her
progress over the years. It is important to keep that
information until the student reaches college age.

39

Parent Gatherings
At some point during the program parents should be
invited to visit Horizons, meet the teachers and hear
about the program.Again, each Affiliate should deter-
mine what works best for them, but remember to
provide food and some time for socializing. Parents
can always be invited more than once, but it is very
important that they be invited at least once.
Transportation
Each Affiliate manages the issue of transportation dif-
ferently depending on its location. Most Affiliates
provide busing of some sort. It is a costly line item in
the budget, but a necessary one if the children are
going to get to the program. Investigate whether the
city or town provides transportation or will help
defray the costs of transporting low-income children
in the summer. Some Affiliates secure transportation
donated by the public schools. If none of these is an
option, then a bus company should be hired and
routes designed to pick up and drop off the students
each day. One cannot usually go door to door, so typ-
ically parents are given several central location
options where students can be dropped off and
picked up each day, or routes set with the bus com-
pany based on where the children live.
Maintaining Discipline on the Bus
Monitoring behavior on the bus can be a large and
difficult problem, especially as the children get older.
Usually the bus driver will not be held responsible
IX. The Summer Program
for behavior.The best solution is to pay Horizons’
teachers or assistants to ride the bus and exert disci-
pline. Sometimes the assistant teachers, especially if
they graduated from the program, live near the chil-
dren and want to ride the bus as a way to get to the
program themselves. Sometimes parent volunteers
can be recruited. In some Horizons programs the
Executive Director and assistant(s) ride the bus.
Regardless of the method, maintaining bus discipline
is required any time students are put on a bus for
any activity related to Horizons. Occasionally, there
is a child who is asked not to return to the program
because s/he cannot behave on the bus. However,
intervention of the parent and the Executive
Director usually brings the behavior under control
before that become necessary.
Program Growth: An individual Horizons pro-
gram grows by one grade each year until it reaches
the full complement of grades K-8. However, overall
growth, including administrative and teacher staffing
and expenses, will not occur at the same rate each
year. There are a number of points along a program’s
road to maturity where major shifts in personnel and
budget must take place. The following are some of
the areas about which a Horizons board should be
aware, so that they will not be surprised by a sudden
jump in the needs of the organization:
1 Transportation: Depending on how a program
40
 IX. The Summer Program

manages transportation for its programs, this is directors have changed to full-time and are con-
likely to be the first expense jump. The first year sidering hiring at least a part-time assistant year-
or two the program draws from one or two pub- round and a full-time intern during the summer
lic schools, and usually needs only one bus at program. There are two other points at which
most to transport the children. By the third or
fourth year an additional bus will be needed,
many families will have moved and changed
schools, and transportation becomes a much
more complicated and costly issue. This will con-
tinue to become more and more challenging to
manage and fund over time as your children
spread out into new neighborhoods and schools.
2 Teacher staffing: At about the same time, the
program director or executive director will want
to begin adding “specials” like art, drama, or
dance. Year-round programming should also be
introduced at this stage, if it has not been already.
Suddenly, the program will want to have more
than just the one head teacher and 2 assistants
per classroom.

staff will probably need to be added. The first is

3 Administrative staffing: The executive director
who started out part-time will learn by the 4th or
5th year of operations that her job has become a
full-time position. The Executive Director’s
responsibilities begin to grow in two areas at
once, for as the program grows, it requires more
funding. As the ED must spend more time man-
aging a larger and more robust program, so must
she spend much more time raising the money to
fund it. By about the fourth year, most executive
when you have welcomed your first 6th and 7th
grade classes. Usually a program functions best
at this point if it is divided into junior and senior
divisions. The issues and day-to-day challenges
tend to be quite different for these two groups,
and often require different kinds of teaching and
administrative expertise. The second additional
time of growth will be once a program has a
couple of years of Horizons “graduates.”
Horizons’ goal is to keep connected to the stu-
dents for as long as possible, providing assistance
all through high school and college. This can be
a time-intensive job, and will probably require
some additional assistance.

41

X. CONTINUING CONNECTIONS
It is important that the Horizons children keep con-
nected to each other and to their Horizons teachers
during the school year.There are many ways to keep
this connection alive, depending on the age and
resources of the affiliate, but from the very begin-
ning the ED must be thinking about how to keep
connected.The Horizons experience is a very special
one, but six weeks is not a long time in the life and
memory of a child. If, as we hope, the child begins to
feel differently about learning while at Horizons, we
want those feelings to stay alive and be nurtured.
Some ideas for newer programs: In a young
affiliate with limited resources, the ED can do things
like send a birthday card to each child and a newslet-
ter to the children during the winter with news of
each other and their teachers. One can get news
from the children themselves by sending out a mail-
ing with a return stamped postcard in it and asking
them to return the card with news of themselves, or
by simply phoning them occasionally during the
year.The ED is in touch with the teachers, who can
also provide news of the students.A new affiliate can
Horizons National Affiliate Guidebook
give a holiday party for children and their parents, or
a roller skating party where all are invited and per-
haps even transportation is provided. Board mem-
bers can help with all of the above ideas, thereby
taking some of the load off the Executive Director’s
shoulders.
Saturday Programs: As the resources of the
Horizons affiliate grow and there are increasing num-
bers in the program, the ED and the Board should be
thinking about how to make the connection more
substantial each year. Each affiliate will work it out
differently, but one of the most successful models is
a Saturday Program at the host school. It is best to
hold a half -day session so that both the children and
the teachers have the rest of the day off (remember,
they have all been in school all week).The curricu-
lum of the Saturday program can take many forms,
but it is good to remember that whatever is taught it
should be done the Horizons way.With luck and gen-
tle persuasion you can get the Horizons teachers and
assistant teachers to come back for the Saturday pro-
gram (the children love to see them).The program
will have to provide transportation following the
summer model. Piggy-backing on the Saturday
school, there can also be a series of workshops for
parents on subjects which interest them so that the
child is busy and cared-for while the parent is at the
workshop.
Other connections can be made throughout the year
by offering workshops of various kinds to parents
and children together. Saturdays or late afternoons
after school and work are good times for these activi-
ties. One very successful offering has been an art
workshop given near the holidays where partici-
pants make things for the up-coming holiday. Parents
like to have fun with their children and often don’t
have the time or resources to do so. One can also
offer a dinner followed by a lecture or games which
would interest both children and parents.Another
way for children and parents to enjoy some time
together is to attend an event such as a circus, the
tickets for which have been given by a donor.
Parents do not want you telling them how to be a
better parent at every turn in the road.They want to
have fun, as most of them work very hard and have
42
 X. Continuing Connections

lives full of stress.” It is important to keep this in have little idea what is involved in the application
mind when setting up continuing connection pro- process, how to fill out the financial aid forms, or
grams, trying to keep a balance between instruction where to find out which colleges offer the best
and fun. scholarships. Horizons can arrange to help with a
college tour for both parents and children, a work-
Tutoring: Horizons children often have academic shop on financial aid forms, a workshop devoted to
needs which should be addressed by tutoring, or filling out college applications or applications of any
they need help completing their homework on a
daily basis. If the resources are available the Horizons
teachers are often willing to tutor a student on a
weekly basis at a library close to the student’s home
or school.A homework club can be organized and
run at a local community center, or the Horizons
children can join an already existing homework club

Partnerships with other programs: With or

without a continuing connection program, the ED
should be reaching out to the community all through
the year to look for other non-profits which would
make good partners for various projects. Perhaps
there is a program that would take some of your chil-
dren into their programs during August, or during
the regular academic year. Projects might involve the
education of the children or might be a joint fund
raising initiative. Potential donors are very interested
in non-profit partnerships because they feel as if
their money is going twice as far.That said, they will
easily spot a phony partnership formed only to chase
money. Research can be done on the Internet to find
organizations in your area which serve children of
similar ages, such as the Boys and Girls Clubs, the
YMCA, Big Brother/Big Sister programs, and local
museums and arts organizations which offer pro- kind, or an afternoon of resume writing.
grams for children.
The High School program can also have a compo-
Staying in touch with Horizons “graduates:” nent devoted to academic coaching as the ninth
When our students are graduating from Horizons graders enter high school. For example, each child
and going on to high school there is a continuing could have an academic coach with whom he meets
need to keep connected to Horizons. Part of the each week; that person helps him keep on top of his
Horizons mission is that these children do not fall work, meet deadlines, set up teacher conferences,
between the cracks in a big high school, and that and anything else which will help the child be suc-
they turn their sights toward going to college or cessful in this new and much larger educational
toward making the appropriate next steps after high arena. It is ideal if the coach continues with the child
school for their personal success. Outreach (or The throughout high school.
High School Program) has several components, most
of which are aimed at the students’ next steps. Many Mentoring: Research shows that mentoring is a
Horizons parents have not gone to college and may very powerful tool in helping low-income children

43

set and achieve goals. Organizing an effective men-
toring program is a difficult task, and many issues
must be considered before starting: insurance issues
(particularly where the host school is concerned);
identifying a group of adult mentors who will com-
mit to a long term relationship, as it is not acceptable
to have mentors who form a relationship with a
child and then cannot carry through on the commit-
ment. There are two forms of mentoring which are a
bit easier to work out than others.The first is to have
adults come into the child’s school once a week (or
to Horizons in the summer) and meet with the child
to read, talk, eat lunch, or help with homework. In
this format the place and the insurance issues are
taken care of. It might also be possible for a
Horizons mentor to join a larger mentoring group,
but request a Horizons child to mentor.
Another highly recommended model is the high
school students from the host school mentoring the
Horizons children. Younger children look up to
older children who become role models for them.
This can be achieved by picking one grade of
Horizons students (second or third grades work
well), and one grade of high school such as ninth or
tenth. Several times during the academic year the
Horizons students can come back to the host school
campus on a Saturday.At the first session they are
matched with an older child who becomes their
‘friend’. Chaperoned, planned activities help make
this model a success. The older students should be
encouraged to call, e-mail or write their special
younger friend in between meetings, providing that
is acceptable to the Horizons parent. An additional
and very powerful reason to try this model is that it
is a way to further connect with the host school, its
teachers, and its parents. Many high school students
have community service requirements, and this can
qualify as a form of community service.
Working at Horizons: Another way to keep con-
nected to the Horizons graduates is to offer them
assistant jobs during the summer program.The stu-
dents who are chosen must be good role models for
the younger students; these Horizons graduates add a
great deal to the program.After all, who knows or
loves Horizons more than they do? Often they work
at Horizons for several years.They add diversity to
X. Continuing Connections
the staff and as they go to college and move into the
workforce they become spokesmen for your organi-
zation and are often quite articulate about how
Horizons helped them achieve their goals.There is
no stronger tool in fund raising than a real story.
Alumnae: Technically a student becomes an alum-
nus of Horizons when he completes his eighth grade
summer, so all the connections of the high school
program are with alumnae. However, what is
Horizons role once the student has graduated from
high school? Again, it is important to try to keep con-
nected for several reasons. Donors want to know the
long-term effects of the program, and you will not be
able to tell them if you don’t know how many stu-
dents went to college or what they are doing. It is
very difficult to track this population, but from the
beginning children and their parents should be
encouraged to stay in touch with Horizons.
Try to have alumni reunions at the host school on a
regular basis; board members can help run these
events.The graduates seem to like to come back to
the host school while Horizons is in session; this can
be difficult for the ones who work, so it is best to
have a reunion like this after work in the early
evening.At the reunion, have the alumnus/a fill out a
form giving you all the information you want.They
can also tell you what other graduates are doing
because they often keep up with friendships formed
at Horizons.
As these students begin their working lives, it is time
for them to start thinking about giving back to the
program, but they may not do so if they are not
asked.An alumni telethon is a good way for students
to reconnect with each other and a good way for
Horizons to boost its alumni giving and find out
what its graduates are doing. Existing donors (espe-
cially foundations and corporations) are very
impressed with alumni giving of any sort.The
amount is not as important as the participation per-
centage.
Try to keep connected to Horizons alumnae any way
you can and continually update your alumni records
on a regular basis.They are the proof that Horizons
is an extraordinary program.
44

XI. EVALUATION
History
It is important for any organization to have a system
of evaluation, the results of which can be presented
to the outside world.These results are unbiased and
validate that you are doing what you say you are
doing. Is your program working? It is also important
that in forming a system of evaluation you collabo-
Horizons National Affiliate Guidebook
rate with a credible outside institution, preferably an
institution which is know to have an expertise in
your field. In 1980 the New Canaan Horizons Board
formed a relationship with the Center for Child
Development at Yale University, and in particular
with Dr. Edward Zigler who was head of the center
and also Head of the Psychology Department at Yale.
Dr. Zigler, one of the founders of Head Start, has had
a long and very distinguished career centering on
the education of children, particularly low income
children. He is also an expert on evaluation of pro-
grams such as Horizons.
Dr. Zigler conducted two comprehensive evaluations
on the New Canaan program in the early eighties
and the early nineties. Both studies gave New Canaan
results which proved we were accomplishing some
of our goals, and also revealed areas where we might
improve the program.These results helped immea-
surably with fund raising.When the National organi-
zation came into being in the mid-nineties, Dr. Zigler
and his team designed a system of evaluation for all
the Horizons programs so that the data could be
aggregated, ultimately creating a more powerful case
to take to donors. For the last several years the
National office has managed evaluation efforts for all
the affiliates.The system has been refined (with affili-
ate in-put) and is still a work in progress, but is yield-
ing exciting results which can be used by all the
affiliates.This is a collaborative project which has
three partners - the national office, the affiliates, and
Dr. Zigler and his team. Dr. Zigler’s contribution, and
that of his team, has been extraordinary in every
way. Horizons is fortunate to be able to say that our
system of evaluation was designed by Dr. Edward
Zigler at Yale University, yielding results such as,
“Horizons students are more motivated to learn after
having been in our program.”
Participation requirements
Participation in the Horizons evaluation efforts as
requested by the National office is a condition of
affiliation. Though currently under development,
detailed information regarding evaluation protocols
will be included here in the future.
45
 Horizons National Affiliate Guidebook

XII. RELATIONSHIP WITH THE PUBLIC SCHOOL

Overview of Horizons students for admission to their schools,
New Affiliates initially partner with one or two pub- so the Executive Director must be aware of and take
lic schools when recruiting students for Horizons. into consideration views on both sides.
This number inevitably increases as the students
advance from one school to the next and new chil- Some host schools consider Horizons a resource for
dren enter the program. capable students from diverse backgrounds. If the
host school is interested in entertaining applications
The relationship between Horizons and the public or from Horizons students, then the Executive Director
“feeder” schools is one of collaboration and a shared will need to establish a system of recommendation
commitment to the students’ best interests.When and referral. It is important that the admission appli-
forming this partnership, it is preferable to begin cation process be handled with sensitivity and con-
with the Superintendent of Schools who has signifi- sideration for all parties. It works well if the host
cant leverage within the school system.The school school informs the Executive Director of some open-
principals from are also important partners and ings for new students.The Executive Director and
should be involved in all initial meetings. If the teachers may then suggest some appropriate candi-
superintendent understands and supports the pro- dates. Occasionally, a Horizons family will approach
gram, the principals usually will as well. the school on their own, so it is important that the
Executive Director and the Admissions Director of
The school social worker and/or psychologist will the host school stay in close communication.
most likely become the point of ongoing contact
once the relationship between Horizons and the
feeder school has been formed. Classroom teachers
referring their students to the program also become
an integral part of the referral process. It is critical
that the individual(s) involved in the admissions and
application process fully understand Horizons’ mis-
sion, teaching philosophy and criteria for student
selection. Maintaining an active relationship with all
public school partners and keeping them abreast of
how their candidates are faring helps foster a strong,
collaborative relationship. Inviting public school
administrators and teachers who work with
Horizons to visit the program during the summer
means a great deal to the students and helps cement
the partnership with the feeder school.

Recruiting students for the host school

A sometimes delicate subject, recruiting students for
the host school must be approached respectfully and
diplomatically from both sides. Some public schools
do not want Horizons to recruit their brightest stu-
dents for admissions in the independent host school.
Other public schools do not mind because the num-
ber of students who are invited to attend the host
school is small, and they view the migration as a
wonderful opportunity for the child. Host schools
also have varying policies regarding the recruitment

46
 XII. Relationship with the Public School

Recruiting teachers and assistants

The public and host schools are wonderful sources
for recruiting exceptional teachers and older assis-
tants, and it’s beneficial to keep the administrations
of both informed of Horizons staffing needs.The
superintendent or the principal of the feeder school
will frequently allow Horizons to post a flier in their
faculty room or put an Executive Director in touch
with a department head. Some host schools have an
apprentice teacher program, which is a wonderful
resource for finding older assistant teachers interest-
ed in education. It is best to speak with strong teach-
ers at the host school directly about interviewing for
a position at Horizons rather than post a flier in the
faculty lounge.This avoids the hurt feelings or ill will
that could result from a host school teacher apply-
ing, but not being accepted for a position at
Horizons.

Assistants should be recruited from both the host

school and Horizons (once the program has fully
matured and has high school and college age alum-
ni). Horizons alumni are powerful role models for
younger students and often desire to give the sup-
port and caring that they themselves received back
to the organization. Older assistants can be found in
a local graduate program or within the school sys-
tem.
It is preferable to hire teachers and assistants who
will return summer after summer whenever possible.
This provides continuity for both the program and
students and fosters a sense of family within
Horizons. Clearly, not all teachers can project their
summer careers out three or four years, but most
find their time at Horizons so rewarding that they
look forward to returning.
Student Reports
Horizons teachers should write a progress report for
each child in his/her class at the conclusion of the
summer program (see appendix for sample). One
copy is sent to the primary contact at the referring
school and another is retained in the student’s
Horizons file. Sometimes a Horizons teacher will
make a recommendation for special help or testing,
or conversely, a referring school will request special
assistance at Horizons.The partnership will thrive if
these communications are open, frank and collabora-
tive, and if both sides follow through on the sugges-
tions.
Remember to document as much as possible.
Maintaining a list of those children who may need to
be monitored for behavioral or academic issued dur-
ing the regular school year.Those Affiliates hosting a
continuing connections program should record chal-
lenges and improvements achieved during the
winder months and share those with the Program
Director (if one exists) and/or the head teachers the
following summer. This enables Horizons to measure
the student’s advancements and assists summer pro-
gram teachers in better addressing the needs of any
particular student.
It is good to visit the schools with which you are
dealing at least annually.This allows an Executive
Director the opportunity to nurture their relation-
ship with the public school and meet any new
administrators. Face-to-face visits also build trust and
confidence, which translate into more fruitful coop-
eration when attempting to obtain student informa-
tion.

47
 Horizons National Affiliate Guidebook

XIII. RELATIONSHIP WITH STUDENTS AND FAMILIES

ate significant revenue.
Communicating with students and their families is a
key component of a successful program.The process Horizons is committed to helping students achieve
begins when a student applies for entrance.Affiliates their greatest potential, and applauds the successes
with a significant Hispanic population will need all of other family members. Should a family’s income
forms and communications in both English and notably improve, thereby raising their household
Spanish.While the students may be bilingual, other income above the acceptable levels set forth in the
family members or guardians may not.Translating all program guidelines, an Affiliate may wish to meet
important documents into Spanish helps ensure that
forms are completed accurately and lets Hispanic
parents feel that Horizons cares about them - a good
start to the relationship.

Enrollment Forms
Each child’s family must fill out an application for
the program that has been created by the Executive
Director (see appendix for sample). Once a student
has been accepted into the program the child’s fami-
ly must complete the enrollment forms (see appen-
dix for sample).Affiliates receiving government food
money are also required to complete a special form
concerning income and number of people living in
the household. Getting all the forms filled out cor-
rectly and returned in a timely manner can be a
daunting task: some affiliates choose to organize an
evening where parents and guardians are invited to
come to a central place where they complete the with the parent(s) or guardian to discuss the situa-
forms, pay the registration fee and hear the tion. Oftentimes, the family is happy to pay a slightly
Executive Director speak about the upcoming sum- higher registration fee or make a modest financial
mer. Other Affiliates choose to undertake the whole contribution to the program. Under no circum-
process via mail.The public school contact often can stances should a returning student be denied accept-
be helpful in tracking down missing forms. ance into the program based on an improved finan-
cial situation.
Returning students must fill out re-enrollment papers
each year. Families are occasionally less motivated to If the fee does not accompany the application, the
complete these papers since their student is already Executive Director should notify the family that the
in the program, and the Executive Director must application is considered incomplete and that the
make it clear that all families will be held to the re- child’s place will only be held until the deadline
enrollment deadlines. date. If the family is having difficulty paying the fee it
is best to meet with them to discuss the problem
Registration fee and structure a payment plan. In situations of real
The registration fee for Horizons is $50 per student. hardship, the fee may be reduced or waived.
Siblings often attend the program together, and most
Affiliates offer a reduced rate for additional family Siblings
members.The registration fee is intended to invest Horizons is committed to serving whole families and
the family more deeply in Horizons than if the pro- sibling participation in the program is encouraged.
gram were offered free of charge rather than gener- While it may not always be possible to accept sever-

48
 XIII. Relationship with Student and Families

al siblings into Horizons in a given year due to space
limitations families should be encouraged to re-apply
and given priority the following year. If the sibling
has behavioral or academic limitations that prohibit
acceptance into the program, have a candid conver-
sation with the parent or guardian clearly explaining
the situation.
Communications
Good communications keep families engaged in
Horizons and inform them of important program
updates.The more involved a family is, the greater
the benefit of the program to the student. Some
Affiliates provide parents and guardians with a pro-
gram handbook (see appendix for sample).This doc-
ument explains policies and procedures so that
expectations are clear from the start.As with other
communications pieces, this manual will need to be
translated into Spanish for Affiliates serving an
Hispanic population.While a useful tool, bear in
mind that the manual will be read by some families
perused by others and occasionally ignored entirely,
so it should not replace other ‘parent communica-
tions. Each Affiliate should write their own manual as
policies and procedures vary from one to the next.
should sit on an Affiliate’s Board of Directors, thereby
helping the board understand parental perspectives
and the parents to understand and contribute to
decisions made at the board level.
Helping parents communicate with their
schools
According to current research, parents from low-
income circumstances often do not attend school
functions, such as teacher conferences and open
houses, and therefore, do not advocate for their child
within the school system.An evaluative study con-
ducted by Yale University’s Zigler Center in Child
Development and Social Policy found that parents
felt more comfortable advocating for their student
after the child attended Horizons than they had
prior.
All Horizons Affiliates should strongly encourage par-
ents/guardians to attend conferences, and inform
Hispanic parents that they can request that a transla-

Other parent communications include:

1 Reports should be sent to the students’ families

after the summer program ends apprising them
of any serious discipline issues
2 Invitations to workshops and events designed to
address issues specific to parents’ lives, such as
financial literacy programs, discipline and parent-
ing workshops, English language lessons
3 A calendar containing all program dates for the
year (be certain to follow-up with reminders
closer to each event date)
4 Newsletters (both during the summer program
and over the course of the school year)
tor be present at any school meeting. Some
A parent-run Family Council helps the program in a Executive Directors offer join parents at school
variety of ways. Parents have terrific ideas for work- meetings, helping them fully understand the issues
shops and lectures, and can assist in orchestrating under discussion and next steps involved in the
these events.They are also wonderful volunteers and process. Attending these conferences keeps an
can help with mailings, reminder phone calls and Executive Director in touch with the school as well
fundraising events.A member of the Family Council as with the parents.

49
 Horizons National Affiliate Guidebook

XIV. CONCLUSION
Conclusion
To come

50
 Horizons National Affiliate Guidebook

XV. APPENDIX
APPENDIX
Horizons Mission Statement, Goals and
Organizational Values
Operating Guidelines
Memorandum of Understanding
Organizational Chart
Board Composition Grid
Board Evaluation
Budget Sheets
Handbooks
* Staff Handbook
* Board Manual
* Family Handbook
Job Descriptions
1 Executive Director
2 Division Head or Program Director
3 Head teacher
4 Assistant teacher
5 Special teacher
Master Calendar
Program Information and Calendar
Faculty and Assistant Employment
Application
Student Admissions Application and FAQs
Re-enrollment Form
Enrollment Acceptance Notification
Disclosure and Authorization for the
Release of Information
Administration of Medicine Authorization
Form
Student Health History Form
Behavioral Guidelines
Bus Rules
Student Evaluation Form
Horizons National Student Information
Form
Swimming Skills Assessment
Logic Model
Fact Sheet
Giving Circle Listing
Horizons National Strategic Plan

51